Uw Cee Abet2013 PDF

ABET
Self-Study Report
for the program in
Civil Engineering
at the
University of Washington
in
Seattle, WA
June 25, 2013
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.
TableofContents
BACKGROUNDINFORMATION
A.CONTACTINFORMATION
B.PROGRAMHISTORY
C.OPTIONS
D.ORGANIZATIONALSTRUCTURE
E.PROGRAMDELIVERYMODES
F.PROGRAMLOCATIONS
G.DEFICIENCIES,WEAKNESSESORCONCERNSFROMPREVIOUSEVALUATION
H.JOINTACCREDITATION
5
5
6
6
10
10
10
11
CRITERION1.STUDENTS
12
A.STUDENTADMISSIONS
B.EVALUATINGSTUDENTPERFORMANCE
C.TRANSFERSTUDENTSANDTRANSFERCOURSES
D.ADVISINGANDCAREERGUIDANCE
E.WORKINLIEUOFCOURSES
F.GRADUATIONREQUIREMENTS
G.TRANSCRIPTSOFRECENTGRADUATES
12
17
20
22
25
26
27
CRITERION2.PROGRAMEDUCATIONALOBJECTIVES
28
A.MISSIONSTATEMENT
B.PROGRAMEDUCATIONALOBJECTIVES
C.CONSISTENCYOFTHEPROGRAMEDUCATIONALOBJECTIVESWITHTHEMISSIONOFTHEINSTITUTION
D.PROGRAMCONSTITUENCIES
E.PROCESSFORREVIEWOFTHEPROGRAMEDUCATIONALOBJECTIVES
28
28
29
29
29
CRITERION3.STUDENTOUTCOMES
34
A.STUDENTOUTCOMES
B.RELATIONSHIPOFSTUDENTOUTCOMESTOPROGRAMEDUCATIONALOBJECTIVES
34
34
CRITERION4.CONTINUOUSIMPROVEMENT
37
A.STUDENTOUTCOMES
B.CONTINUOUSIMPROVEMENT
C.ADDITIONALINFORMATION
37
60
62
CRITERION5.CURRICULUM
63
A.PROGRAMCURRICULUM
1.CURRICULUMDESCRIPTION
2.ALIGNMENTWITHPROGRAMEDUCATIONALOBJECTIVES
3.CURRICULARSUPPORTFORSTUDENTOUTCOMES
4.CURRICULUMFLOWCHART/WORKSHEET
5.CURRICULARREQUIREMENTS
6.MAJORDESIGNEXPERIENCE
7.COOPERATIVEEDUCATION
8.SITEVISITREVIEWMATERIALS
63
63
68
68
71
74
75
75
76
B.COURSESYLLABI
76
CRITERION6.FACULTY
77
A.FACULTYQUALIFICATIONS
B.FACULTYWORKLOAD
C.FACULTYSIZE
D.PROFESSIONALDEVELOPMENT
E.AUTHORITYANDRESPONSIBILITYOFFACULTY
77
77
78
79
81
CRITERION7.FACILITIES
102
A.OFFICES,CLASSROOMSANDLABORATORIES
1.OFFICES
2.CLASSROOMS
3.LABORATORYFACILITIES
B.INSTRUCTIONALCOMPUTINGLABS
C.GUIDANCE
D.MAINTENANCEANDUPGRADINGOFFACILITIES
E.LIBRARYSERVICES
F.OVERALLCOMMENTSONFACILITIES
102
102
102
103
106
113
114
114
116
CRITERION8.INSTITUTIONALSUPPORT
118
A.LEADERSHIP
B.PROGRAMBUDGETANDFINANCIALSUPPORT
1.PROCESSESANDCONTINUITYOFSUPPORT
2.INSTRUCTIONALSUPPORT
3.INFRASTRUCTURE,FACILITIES,ANDEQUIPMENTRESOURCES
4.ADEQUACYOFRESOURCES
C.STAFFING
1.ADEQUACY
2.RETENTION
3.TRAININGANDDEVELOPMENT
D.FACULTYHIRINGANDRETENTION
1.HIRINGPROCESS
2.FACULTYRETENTION
E.SUPPORTOFFACULTYPROFESSIONALDEVELOPMENT
118
119
119
120
121
121
122
122
122
122
123
123
124
125
9.PROGRAMCRITERIA
126
A.CURRICULUM
B.FACULTY
126
126
APPENDIXACOURSESYLLABI
128
APPENDIXBFACULTYVITAE
268
APPENDIXCEQUIPMENT
361
APPENDIXDINSTITUTIONALSUMMARY
363
APPENDIXEASSESSMENTSAMPLES
368
3
APPENDIXFNEWCURRICULUMSUMMARY
375
APPENDIXG:HEALTHANDSAFETYPOLICIESANDRESPONSIBILITIES
401
BACKGROUNDINFORMATION
A.ContactInformation
Gregory R. Miller, Professor and Chair
Department of Civil and Environmental Engineering
University of Washington, Box 352700
Seattle, WA 98195-2700
Phone: 206-543-0350
Fax: 206-543-1543
Email: gmiller@uw.edu
Alternate Contact:
Dorothy A. Reed, Professor
University of Washington, Box 352700
Seattle, WA 98195-2700
Phone: 206-543-0351
Fax: 206-543-1543
Email: reed@uw.edu
B.ProgramHistory
The Department of Civil Engineering at the University of Washington was founded in 1898
and produced its first graduates in 1901. In its 115-year history more than 6,500 students
have received bachelors degrees, and more than 3,500 have received graduate degrees. The
department changed its name in the early 1980s to Civil and Environmental Engineering, but
has continued to function solely as a civil engineering program with regards to accreditation.
We received our last general ABET review in the 2006-07 cycle with an outcome requiring
an interim visit in light of issues with some aspects of our program outcomes assessment
procedures. The outcome of the interim visit and the associated review reports (finalized in
summer 2010) was that our updated assessment procedures were sufficiently improved that
we were passed on to the next (i.e., the present) review cycle. We have continued to employ
the modified outcomes assessment procedures hammered out during the previous iterative
review process.
Important Note: Since the 2009-10 interim visit, we have implemented major curriculum
revisions in our junior year. However, the first cohort of students that will be affected by
these changes will be those graduating June 2014 (i.e., the year following this review), so
these curricular changes are not incorporated directly into this Self Study (there is discussion
of the curriculum change process in Section 4, and Appendix F contains curriculum tables
and worksheets to verify that basic standards continue to be met). Please note that this is
likely to result in potential inconsistencies between current web information and some
aspects of the curricular descriptions in this Self Study. The Self Study information should be
considered authoritative for the students graduating in 2013, who are the focus of this review
cycle.
We also have continued to upgrade our facilities and labs, most recently with a refresh of the
instructional computer lab equipment, upgraded building networking hardware, lab
equipment upgrades, the creation of new student interaction space, and a renovation of one of
our principal instructional classrooms slated for summer 2013. Together these improvements
represent well over $1M in investment.
C.Options
There are no formal tracks or concentrations in our current degree program. There are a
number of electives in the senior year, and areas provide course recommendations to align with
particular interests, but the core required courses are the same for all students.
D.OrganizationalStructure
The Civil Engineering program exists within the Department of Civil and Environmental
Engineering (CEE). The CEE Department is one of 10 departments within the College of
Engineering, and the College of Engineering is one of 16 colleges and schools within the
University of Washington. The CEE Department is administered by the Department Chair,
who reports to the College of Engineering Dean. The Dean reports to the Provost, and the
Provost reports to the President, and the President reports to the Regents, who are appointed
by the State Governor. The University of Washington also has a system of shared
governance, and so the Faculty Senate plays a key role in setting academic policies and
procedures at the campus level.
The organization chart for the CEE Department is shown in Figure D1. It can be seen that for
administrative purposes the Department is broken down into three primary areas, and at the
level of graduate programs, there are 6 distinct groupings. The BSCE program, however, is
not formally partitioned in any way, and is administered at the departmental level.

Organization Chart
STAFF
Department Chair
G. Miller
FACULTY
Associate Chair
P. Arduino
Administrator
K. Pan
Main Office
Administration
Associate Chair
M. Benjamin
Figure D1: Department organizational chart
Asst. to the Chair

H. Wilson
Construction/
Transportation
S. Muench
Structural/
Geotechnical
J. Stanton
Enviro/Hydro/
Hydrodynamics
T. Larson
Construction
Transportation
Structural
Geotechnical
Environmental
Professor
J. Mahoney
Professor
S. Rutherford
Y. Wang
Professor
M. Eberhard
G. Miller
D. Reed
C. Roeder
J. Stanton
Professor
P. Arduino
S. Kramer
Professor
M. Benjamin
M. Brett
G. Korshin
T. Larson
D. Stahl
D. Stensel
S. Strand (J)(R)
Associate
D. Janssen
S. Muench
Assistant
Associate
J. Berman
D. Lehman
L. Lowes
P. Mackenzie (R)
Associate
L. Boyle (J)
C. Chen
A. Goodchild
Assistant
M. Motley
Assistant
E. McCormack
(R)
Associate
J. Wartman
Assistant
Associate
Assistant
S. Davidson (R)
M. Dodd
H. Gough (R)
R. Neumann
Hydro/
Hydrodynamics
Professor
A. Jessup (J)
D. Lettenmaier
A. Steinemann
Fiscal/Payroll
Office Support
Supervisor
D. Pierson
Academic Advising
Undergraduate
Advisor
M. Navin
Computing
Budget Manager
V. Ho
IT Administrator
S. Atakturk
Grants Manager
J. Klein
IT Support Tech
N. Burmeister
Online Program
Advisor
D. Cole
Academic Advisor
J. Ross
Program
Coordinator
B. Kinnear
Student Office
Assistant(s)
Grants Manager
S. Ngo
Facilities/Labs
Fiscal Specialist
M. Goodenkauf
Associate
A. Horner-Devine
J. Lundquist
Assistant
E. Istanbulluoglu
R. Neumann
J. Thomson (J)
Research Staff
N. Elliott
J. Gaski
T. Gould
J. Levye
K. Meinhardt
I. Muiznieks
B. Nijssen
Q. Nguyen
C. Weiland
Instructional Labs
Tech
Y. Liu
Engineering Tech
Structures Lab
V. Chaijaroen
VALLE
Director
S. Rutherford
Environmental
Lab Manager
S. Yeung
ADVANCEMENT
Associate Director
M. Ingram
Assistant Director
K. Frisbie Bunten
Program
Administrator
D. Cole
(R) = Research Faculty
TRAC
(J) = Joint Faculty
Online Programs
PacTrans
Director
Y. Wang
Sustainable
Transportation
Construction Engineering
Director
S. Rutherford
Director
J. Mahoney
Program
Administrator
D. Cole
Associate Director
M. Hallenbeck
Graduate Advisor
L. Latal
Associate Director
L. Boyle
Associate Director
A. Vernez-Moudan
Program
Administrator
D. Cole
Assistant Director
M. MacKrell
Director
M. Hallenbeck
Supply Chain Transportation

and Logistics
Director
A. Goodchild
Assistant Director
B. Keough
Administrative
Assistant
J. Lybecker
Graphic Designer/
Administrative
Support
M. Marrah
Public Info. Spec.

A. OBrien de Rie
Fiscal Specialist II
E. Lu
Updated April 25, 2013
Res. Scientist/
Engineer Principal
J. Ishimaru
Res. Scientist/
Engineer Principal
E. McCormack
Res. Scientist/
Engineer III
O. Stewart
Systems Analyst
Programmer II
D. Wright
Computer Support
Analyst II/
Fiscal Support
R. Porter
Software Engineer
M. Richards
The overall University of Washington organizational chart is shown in Figure D2. Despite
the complexity of this figure, the fundamental College-Provost-President-Regent reporting
hierarchy is apparent via the highlighted reporting line, and the shared governance role of the
Faculty Senate is shown via grey connecting lines at the top of the figure.
Figure D2: University of Washington organization chart with College of Engineering

reporting line highlighted.
Board of Regents
Attorney Generals Office,
UW Division
Faculty Senate
UW Bothell
Director of
Intercollegiate Athletics
President
UW Tacoma
Provost &
Executive Vice President
Vice President for

Minority Affairs & Vice
Provost for Diversity
Senior Vice President for

Finance & Facilities
Vice President for

External Affairs
Vice President & Vice

Provost for Student Life
Vice President for

University Advancement
Executive Director of
Health Sciences
Administration
Senior Vice Provost

for Academic &
Student Affairs
Vice Provost & Dean
of the Graduate School
Vice Provost for

Academic Personnel
Vice Provost & Dean

of Undergraduate
Academic Affairs
Vice Provost for

Educational Outreach
Vice Provost for

Global Affairs
Vice President for

UW Information
Technology & Chief
Information Officer
Vice President for

Human Resources
CEO of UW Medicine,
Executive Vice President
Medical Affairs, & Dean
School of Medicine
CBO of UW Medicine
& Vice President for
Medical Affairs
Vice Provost for

Planning & Budgeting
Vice Provost for

Research
CFO of UW Medicine
Medical Affairs
CHSO of UW Medicine
Medical Affairs
Vice Provost for

Strategic Initiatives
Vice Provost for

UW Center for
Commercialization
College of Arts & Sciences
College of Built
Environments
College of Education
College of Engineering
College of the
Environment
Daniel J. Evans School

of Public Affairs
Graduate School
Information School
Michael G. Foster
School of Business
School of Dentistry
School of Law
School of Medicine
School of Nursing
School of Pharmacy
School of Public Health
School of Social Work
University Libraries
E.ProgramDeliveryModes
The primary delivery mode for the BSCE program is daytime courses offered in-person and
on-campus Monday through Friday, September through June (we offer limited summer
courses, as well). Most courses are lecture based, and many have associated lab sections
and/or tutorial sections. Virtually all courses have supporting web sites with a variety of
online media ranging from basic handouts to online assignments and instructional videos, but
no primary instruction occurs in an online/off-campus manner.
F.ProgramLocations
The program is regularly offered on the Seattle campus of the University of Washington.
Students are eligible to participate in Study Abroad programs, and the Department has two
special overseas study experiences: Engineering Rome (based at the UWs Rome campus)
and Water in an Arid Land: study abroad to the Hashemite Kingdom of Jordan (based in
Jordan). These latter two courses are quite new, being offered initially in 2012 (Jordan) and
2013 (Rome).
G.Deficiencies,WeaknessesorConcernsfromPreviousEvaluation
Our most recent ABET Final Statement dates from 2010 following an interim visit from the
2006-07 cycle as described earlier. There was one remaining concern identified in the 2010
report concerning Criterion 7 Facilities as excerpted below:
10
Since the July 2010 final report, we have continued to pursue improvements in the
undergraduate laboratory facilities, while integrating our newer equipment into the students
lab experiences. Recent improvements include the purchase of new surveying equipment and
a series of computer lab upgrades. Full details are provided in the Criterion 7 Facilities
section of this Self Study.
H.JointAccreditation
The Civil Engineering program is not jointly accredited or seeking joint accreditation by
more than one commission.
11
GENERAL CRITERIA
CRITERION1.STUDENTS
A.StudentAdmissions
There are currently three ways in which undergraduate students are admitted to the CEE
department: through Direct Freshman Admission, Early Admission, and Upper-Division
Admission. Upper-division admission accounts for approximately 90 percent of current
majors enrolled, and Direct Freshman Admission, which was initiated in 2009, accounts for
approximately 10% of current majors. Early Admission will be offered for the first time in
autumn 2013. In all cases, admission is competitive.
For the purposes of this report, we will focus on direct freshmen and upper division
admission as these have been in effect during the current ABET review period. (For more
information on early admission, please see Early Admission1)
Please note that the terms CEE major and BSCE major are often used interchangeably as
the Department of Civil and Environmental Engineering (CEE) offers only one
undergraduate major, the Bachelor of Science in Civil Engineering (BSCE). Consequently,
both terms are used to refer to all undergraduate majors in our department.
Direct Freshman Admission (DFA)
The DFA program was launched in 2009 to enable recruitment of top freshmen applicants to
the University of Washington and to the CEE Department. The department may enroll up to
20% of its incoming class directly from high school prior to completion of University-level
prerequisites; however, the actual number of DFA students to enroll in the CEE program
each year (from 2009 to present) has been nominal (see Table 1A-1).
Students who are offered admission to the University of Washington2 who have indicated
Civil and Environmental Engineering as their preferred first or second choice of major on
their UW freshman application are automatically considered for direct admission to the CEE
major. Competitive applicants have taken or are taking calculus and at least two years of
1
Early Admission applicants must be currently enrolled at the UW and must have a minimum of 15 credits taken in
residence at the UW. In addition, the following courses are required: MATH 124, MATH 125, MATH 126; 10
credits of physical science courses plus accompanying laboratory at the level of PHYS 121, PHYS 122, PHYS 123,
or CHEM 142, CHEM 152; and 5 credits of English composition. All courses must be completed prior to the July 1
application deadline. Grade requirements: Minimum 2.0 grade in each course required for admission and minimum
2.50 cumulative GPA for all courses required for admission. Students who are not admitted through early admission
may apply again through upper-division admissions.
2
University of Washington has a holistic application review process, which includes grades, essays, SAT or ACT
scores, and high school core requirements. For more information, see www.admit.washington.edu.
12
laboratory science (physics, chemistry preferred) in high school and have also been highly
ranked by UW Admissions Office. Preference is given to applicants who have demonstrated
interest in CEE through extracurricular activities, internships, or expressed specific interest in
CEE or in related areas in their UW application. In these initial years of offering direct
admission, the department has been very selective and has extended DFA offers to a very
select set of freshmen applicants who express an interest in CEE. (See Table 1A-1) Of those
offered admission, the enrollment rate (over the past 4 years) has averaged about 19%. For
2013, the acceptance rate is up to 32% (24 of 74 offers), which is double that of 2012. We
attribute the higher acceptance rate for 2013 to the additional follow-up and outreach to those
who had not initially responded to our offer of direct admission3.
TableIA1:DirectFreshmenAdmission
CEEDFAAdmissions
2009
2010
2011
2012
2013
TotalUWApplicantswithCEEas1stor2ndmajorchoice
n/a
671
666
603
705
TotalFreshmenadmittedwithCEEas1stor2ndmajorchoice
308
n/a
n/a
392
n/a
ApplicantsOfferedAdmission
20
27
31
78
74
ApplicantsWhoEnrolled(projectedenrollmentfor2013)
12
24*
10%
2
100%
30%
7
88%
23%
4
57%
15%
11
92%
32%*
20
83%*
50.0%
37.5%
42.9%
50.0%
37.5%*
CurrentlyEnrolledDFAStudentStatus(asofWI13)
DFAStudentsCurrentlyEnrolled(ofinitialcohort)
12
CurrentAverageCEEGPAofenrolledbycohort(all=3.61)
3.74
3.49
3.83**
3.30**
CurrentAverageUWCumGPAofenrolledbycohort(all=3.52)
3.65
3.42
3.53
3.48
RetentionandGraduation
Numberofstudentsfromcohortwhohavedroppedorchanged
majors(asofWinterQuarter,2013)
0%
2exp
(SP13)
88%
6exp
(SP14)
43%
%ofOffersEnrolled
WashingtonStateResidents
%WashingtonStateResidentsofEnrolled
Women
%Womenstudentsenrolled
Retentionrate
BSCEDegreesgranted
AverageAcademicYearsatUW
*2013dataisprojectedasnewstudentshavenotyetregistered.
**BasedonCEEcreditscompletedCEEcourses..Somefreshmen&sophomoreshavenotyettakenanyCEEprefixcourses.
Source:UWandCEEDepartmentaldata(DFASummary)
Of the DFA admits who left the CEE major, only one dropped out of the UW (as of Winter
2013). All others are successfully pursuing other UW majors, such as Computer Science &
Applied Computational Math (dual degree), Business, Architectural Studies, and majors in
the College of Arts and Sciences.
3
A temporary part-time advisor was hired (approximately 12-15 hours a week) in spring quarter 2013.
13
Students who were not admitted through Direct Admission are encouraged to apply through
the normal admissions periods for Early and Upper-Division Admissions.
Upper-Division Admission
The majority of new CEE majors enter the program in their junior year under Upper-Division
admission. (See Figure 1A-1 below) This is typical at the University of Washington where,
historically, most students spend their first two years in pre-engineering or pre-major
status and enter their major in the junior year. The majority of community college transfer
students and all post-baccalaureate applicants (second bachelors degree seekers) apply for
Upper-Division Admission, along with continuing UW students.
140
120
100
Numberofnew
majors
80
DirectFreshmanenrolled
60
TotalUpperDivisonAdmission
StudentsEnrolled
40
20
0
1
AcademicYears(20062012)
Figure 1A-1: Historical admissions data
Program Prerequisites for Upper Division Admissions are:

MATH 124, MATH 125, MATH 126 (Calculus,15 credits) and MATH 308 (Matrix
Algebra, 3cr)
CHEM 142 (General Chemistry I, 5 cr);
PHYS 121, PHYS 122 (Physics, 10 cr);
AMATH 301 (Beginning Scientific Computing, 4 cr) (preferred) or CSE 142
Computer Programming I (4 cr)
AA 210 (Statics, 4 cr)
CEE 220 (Mechanics of Materials, 4cr)
M E 230 (Kinematics/Dynamics, 4cr);
English composition (5cr)
14
Prerequisite courses must be completed at the time of application to the CEE Department.
Each prerequisite course must be completed with a minimum grade of 2.0, with the
prerequisite grade point average (GPA) of 2.5 or higher. Completion of minimum
requirements does not guarantee admission.
Applications for Upper-Division Admission are accepted through the College of Engineering
online application form. Applications are accepted in spring quarter for autumn quarter
admission only. The engineering application opens after spring quarter (mid-June) and
closes July 1. Transfer and postbac applicants seeking admission to the CEE Department
must also have applied to the UW Office of Undergraduate Admissions by February 15 for
autumn admission4.
The engineering application5 requires the applicants academic background (such as
institutions attended, prerequisite grades, and grade point averages) as well as a personal
statement and opportunity to share previous work experiences. Applicants are encouraged to
use the personal statement to share relevant experiences, such as work, research, leadership,
and extracurricular activities. In addition, students are invited to share any hardships or
extenuating circumstances they may wish to have taken in to consideration in the admissions
review.
Applications are reviewed by the Undergraduate Program Committee, which consists of
faculty members representing each of the six subareas within the department (e.g.,
construction, structures, geotechnical engineering, etc), the undergraduate advisor, and the
Department Chair. Applicants are notified of admissions decisions by late July.
Admission rates vary from year to year, depending on the size and strength of the applicant
pool. Over the past seven years, approximately 75 percent of the applicants were offered
admission. From among those offered admission, approximately 65 percent enrolled as new
CEE majors
Deadlines for UW applications are significantly sooner than for engineering, so transfer applicants are
encouraged to start planning for transfer well in advance.
5
The College online application form can be used to apply to multiple engineering programs at one time.
While the general information, such as student data and previous schools attended, is common and shared
across programs, each program application is unique and requires information that is specific to that
program.
15
Table 1A-2: Departmental Applications and Acceptance Data

Applicants
TotalApplicants
%ofApplOffered
ApplicantsDeniedAdmission
%ofApplDenied
ApplicantsWhoEnrolled
%ofOffersEnrolled
2006
202
169
83.7
33
16.3
110
65.1
2007
185
161
87
24
13
99
61.5
2008
233
180
77.3
53
22.7
113
62.8
2009
222
163
73.4
59
26.6
117
71.8
2010
278
172
61.9
106
38.1
124
72.1
2011
197
152
77.2
45
22.8
98
64.5
2012
186
142
76.3
44
23.7
80
56.3
Table 1A-3: Applications and Acceptance GPA Data

ApplicantsGPA
AveragePrerequisiteGPAofApplicants
AveragePrerequisiteGPAofOffers
AveragePrerequisiteGPAofEnrolled
AverageCumulativeGPAofApplicants
AverageCumulativeGPAofOffers
AverageCumulativeGPAofEnrolled
2006
3.17
3.27
3.25
3.25
3.33
3.31
2007
3.21
3.30
3.24
3.29
3.36
3.32
2008
3.2
3.33
3.30
3.28
3.38
3.38
2009
3.18
3.31
3.31
3.27
3.37
3.37
2010
3.26
3.47
3.42
3.34
3.50
3.46
2011
3.28
3.39
3.35
3.33
3.42
3.39
2012
3.25
3.37
3.32
3.33
3.43
3.39
3.50
3.45
3.40
3.35
AveragePrerequisiteGPA
ofApplicants
3.30
3.25
ofOers
3.20
3.15
ofEnrolled
3.10
3.05
3.00
1
Admissions:AveragePrerequisiteGPA(20062012)
Figure 1A-2: Applications and Acceptance GPA Data
16
3.55
3.50
3.45
3.40
AverageCumula_ve
GPAofApplicants
3.35
3.30
AverageCumula_ve
GPAofOers
3.25
3.20
AverageCumula_ve
GPAofEnrolled
3.15
3.10
1
Admissions:AdmissionsCumGPA(20062012)
Figure 1A-3: Applications and Acceptance GPA Data
B.EvaluatingStudentPerformance
All students progress is monitored on a quarterly basis by the undergraduate advisor for
satisfactory progress within the CEE major. In addition, there are University policies that
govern satisfactory student progress and time to degree.
Meeting Program Prerequisites (of Upper Division Admission Students)
The online engineering application prohibits students from submitting the application if the
stated program prerequisites are not met at the time of application. For UW students, the
application tool automatically extracts course grades from the UW Student Database and
populates the UW students application with program prerequisites and grades, ensuring
course completion and accuracy of the grade reported. (Applicants must report any late grade
changes to the department to ensure updates.) Transfer applicants and UW students who
have taken any prerequisite classes outside of the UW are responsible for forwarding updated
official transcripts to the UW Office of Admissions, which does the initial posting of transfer
courses according to institutional policies and practices. Transfer courses from Washington
State community colleges are posted according to the UW-CC Course Equivalency Guide,
which is available on the UW Admissions webpage
(admit.washington.edu/EquivalencyGuide). Some courses require a course evaluation by
faculty on a case-by-case basis, and students are asked to submit the CEE Course Evaluation
Request form with supporting documentation, such as course description and syllabus. These
are typically courses from out-of-state and 4-year institutions for which the UW Office of
Admissions does not have exact equivalencies.
17
Conditional Application: There are circumstances in which an applicant is unable to

complete all program prerequisites by the July 1 deadline (e.g., due to scheduling conflicts,
or a transfer institution not offering a required course, etc.). In such a case, the student may
request to apply conditionally by contacting the CEE advisor explaining the circumstances,
providing a copy of the transcript, and stating when and where the outstanding prerequisite
course is proposed to be completed. This allows the advisor to assess the situation and to
offer timely advice to prospective applicants who may not be competitive for admission so
that they can plan accordingly. If the applicant appears to be a viable candidate, the student
will be allowed to apply conditionally. (The advisor will allow an administrative over-ride
on the online application so that the applicant may submit the application with In Future
selected in place of the required grade.) The applicant may then be considered for
conditional admission. Typically, those offered conditional admission are competitive
students who have only one last prerequisite course outstanding which is scheduled to be
completed during summer quarter. The CEE advisor is responsible for monitoring status of
conditionally admitted students and changing their major status from pre-engineering to CEE
major upon satisfactory completion of the outstanding class.
Monitoring Student Progress

The University of Washington has a low scholarship policy, which it monitors and
administers. (For details, see
www.washington.edu/students/gencat/front/Low_Scholarship.html). However, the criterion
for satisfactory progress under the Universitys Low Scholarship policy (2.0 cumulative UW
GPA) is lower than that required for CEE majors. The CEE Department maintains a
Continuation Policy for Majors with higher criteria for satisfactory progress in the major. To
remain a student in good standing in the CEE major, the student must 1) make progress
toward the degree every quarter that he or she is enrolled and in residence at the University
of Washington, and 2) must maintain a minimum cumulative GPA of 2.0 in all CEE courses
at the 300 and 400-level. The goal of the continuation policy is to ensure that each student
makes satisfactory progress towards his or her degree. Designed for Upper-Division
Admission majors, the Continuation Policy for CEE Majors outlines the policy for changes in
academic standing within the CEE major. Modeled after the UW Low Scholarship policy,
the CEE Continuation policy has Warn, Probation and Dismissal from the major as
outlined below. Unlike Universitys Low Scholarship status, the CEE academic standing
based on the CEE Continuation Policy is not posted on the students University transcript.
For details, see Continuation Policy:
http://www.ce.washington.edu/students/forms/undergrad/CEEContinuationPolicy.pdf
We are currently in the process of initiating a new continuation policy that applies to Direct
and Early Admission majors. Since the first Direct Admission cohort (which consisted of 2
students) started in 2009, we have been monitoring student progress and performance, and
we are now at a point where we feel it is appropriate to develop a continuation policy that
includes these populations.
18
Quarterly Progress Check:

The undergraduate advisor monitors the academic progress of all CEE majors on a quarterly
basis in accordance with the CEE Continuation Policy for Majors. When students receive
grades below passing in CEE courses, a quarterly GPA lower than 2.0, and/or a cumulative
GPA lower than 2.0, students are contacted by email or phone to schedule a meeting with the
CEE advisor. At the meeting, the advisor and student discuss challenges or difficulties the
student may be having and plan ways to address them. This is recorded in the UW advising
tool EARS (Electronic Advising Record System).
The meetings are intended to provide timely support and intervention and are not disciplinary
in nature. The student is placed on Warn status if the low performance occurs in students
first quarter in the major. Low performance in subsequent quarters will trigger the
Probation status. Students may return to good standing after completion of a satisfactory
progress in a subsequent quarter according to the CEE Continuation Policy.
If they are unable to meet satisfactory progress in the subsequent quarter as outlined in the
Continuation Policy, students are notified that they will be removed from the CEE major and
returned to pre-engineering status or changed to another major for which they are qualified at
their request. Students may also appeal the dismissal. Instructions are provide in the policy.
CEE majors rarely fall within the Universitys Low Scholarship status because the CEE
requirements are considerably higher. Over the past five years, only 3 students have been
removed or dropped out from the UW due to low scholarship.
Each year a small number of students (e.g., 6-8) is given Warn status in the first quarter in
the major, but the factors leading to this status are often predictable. The most commonly
cited reasons for difficulty in the first quarter are transition to the UW, and unexpected rigor
and demand of CEE courses. International and/or non-native English Speakers also found
challenging the extensive writing and strict grading of writing skills in CEE 363 (offered
prior to Autumn 2012). By the second quarter, the majority (95%) students are in good
standing. There is little recidivism and most continue to be successful students and graduate.
See Table 1F-1 below for more details.
UW Policies on Time to Degree and Satisfactory Progress:
The UW also has an institutionally administered satisfactory progress policy which pertains
to timely progress towards degree based on both the total number of credits earned and
academic-year quarters spent at the UW. (180 credits are required for graduation with a
baccalaureate degree. Normally this is completed in 12 academic year quarters.)
To encourage and monitor progress towards the degree, the Registrars Office places a
registration hold on any student who has reached 165 credits and has not yet applied for
graduation. The hold can be removed when a graduation plan, approved by the advisor, is
submitted. Likewise, a registration block is placed when the student has earned 210 credits
and reached the 12 quarters allowed for degree completion at the UW and is not scheduled to
graduate in the following quarter. The block can be removed with an approved graduation
19
plan submitted by the advisor. Both measures ensure that the student works with the advisor
to develop and maintain an academic plan and make timely progress towards the degree.
As of winter quarter 2013, the University introduced a new online scheduling tool for
students called MyPlan, which we expect will further enhance students ability to plan,
monitor, and achieve progress to degree in a timely manner. (CEE is considered an early
adopter to this technology and has shaped the development of the tool.6)
C.TransferStudentsandTransferCourses
Transfer applicants seeking admission to the CEE Department will typically have about 90
credits (or 2 years) of pre-engineering coursework completed and are transferring from a
Washington State community college. These students normally have all the CEE program
prerequisites and most or all of the general education requirements completed, and they are
seeking admission to the UW and to the CEE major for autumn quarter admission. Postbac
applicants, who comprise a small number of CEE applicants each year, also complete
engineering prerequisites courses at the community colleges prior to application to the UW.
Transfer applicants who have not completed all the CEE prerequisites may choose to apply
for UW admission for any quarter except spring quarter (the UW does not offer admission in
spring quarter except to selected programs), but they will need to apply separately to the CEE
major after their prerequisites are completed. UW Office of Admissions gives admission
priority to transfer applicants who are prepared for entry to the major.
The deadline for UW application (February 15) is significantly sooner than for engineering
(July 1) transfer applicants, so they are instructed to start their transfer planning process
early. After applying to the UW, they are able to set up their UW NetID, which is an
authenticating system. Students then use this UW NetID to log in to the College of
Engineering online engineering application. For competitive admissions majors, such as
CEE, the University typically withholds its admission decisions for applicants until the
department has had a chance to conclude admissions reviews. Once the department
admissions review is completed, the department forwards a list of transfer applicants
recommended for admission to the major and UW Admissions typically honors the
recommendations.
When reviewing transfer applicants, the CEE Department looks for completion of program
prerequisite courses and readiness for the major, not necessarily the completion of an
associates degree. While the UW and the CEE Department is committed to serving the
States transfer students, the UW does not participate in any State-mandated articulation
programs and admission to the University and to the CEE Department is competitive.
UW IT (Craig Nomaguichi, Jill Yetman), UAA (Megan McConnell)

20
Course Equivalencies
The transfer equivalencies of courses from Washington State community and technical
colleges are pre-determined as per the UW Course Equivalency Guide
(https://admit.washington.edu/EquivalencyGuide).
There are no transfer equivalency guides for 4-year and out-of-state institutions, so students
with coursework from four-year institutions and out-of-state colleges and universities must
be prepared to present course materials (such as course descriptions and syllabi) for transfer
course evaluations by faculty, on an as-needed basis. In some cases, applicants may submit a
graduation petition to request that a transfer course be evaluated for consideration to apply
towards departmental requirements. Such a petition would be reviewed and approved or
denied by CEE faculty.
Admissions
Over the past seven years, on average, transfer students accounted for 20.7% of newly
admitted majors.
Table 1A-4: Applications and Acceptance Data: Transfer Students
Applicants
TotalApplicants
%ofApplOffered
ApplicantsWhoEnrolled
Transferstudentsenrolled
%ofenrolledwhowereTransfer
2006
202
169
83.7
110
26
23.6%
2007
185
161
87.0
99
22
22.2%
2008
233
180
77.3
113
18
15.9%
2009
222
163
73.4
117
15
12.8%
2010
278
172
61.9
124
29
23.4%
2011
197
152
77.2
98
19
19.4%
2012
186
142
76.3
80
16
20.0%
Table 1A-5: Enrollments by Student Category

EnrolledStudents
UpperDivisionAdmission:
UWContinuingstudentsenrolled
DirectFreshmanAdmissionenrolled
AllEnrolledMajors(Upper&DFA)
2006
110
84
26
0
110
2007
99
77
22
0
99
2008
113
95
18
0
113
2009
117
102
15
2
119
2010
124
95
29
8
132
2011
98
79
19
7
105
2012
80
64
16
12
92
21
140
120
100
DirectFreshmanenrolled
80
60
40
UWCon_nuingStudents
Enrolled
20
0
1
Totalenrolledperyear(20062012)
Figure 1A-4: Enrollments 2006-2007
D.AdvisingandCareerGuidance
The CEE department serves a broad range of students and prospective students, including
those from UW, high school, community and transfer colleges. There are also increasing
numbers of international and post-baccalaureate degree seekers, populations that take
substantial time and extra guidance. The Direct Freshmen Admission has brought new and
exciting opportunities to engage with younger students over a longer period of time in the
major, but this has also created new demands and challenges for providing appropriate
advising, programming, and services for this new population. Early Admission, which is to
start autumn 2013, admits majors for their sophomore year, and this is expected to compound
challenges for advising staff and departmental resources.
Pre-Majors Advising
Prospective students are assisted in navigating the UW and learning about the CEE major
through a variety of campus resources, including the UW Admissions Office, the College of
Engineering Advising Office, and the Center for Undergraduate Advising, Diversity, and
Student Success (CUADSS). This Center, located in Mary Gates Hall, houses various
programs to support students, including the Undergraduate Academic Affairs (UAA)
advising, First Year Programs (FYP), and The Center for Learning for Undergraduate
Enrichment (CLUE). It also houses the Office of Minority Affairs & Diversity, and
programs to assist special populations, such as the TRIO-funded Student Support Services.
Together they help to provide general advising and focused programming for special
populations, including high school, transfer students, international students. In addition,
prospective students learn about CEE and other engineering majors through the outreach
22
activities of organizations such as Women in Science and Engineering (WiSE) and other
student groups.
The CEE undergraduate advisor is also available to meet with prospective students for
individual appointments and group sessions. She arranges departmental information sessions
with faculty and student representatives for prospective students, and maintains and
disseminates program information for prospective students and the advising community.
During spring and summer quarters (the application and admissions period), she hosts the
UW CEE Admissions blog. She also participates in University and College programs for
new and prospective students by participating in engineering orientations, College-hosted
information sessions, serving in the registration labs during the Universitys new student
orientation events to assist new pre-engineering students, and attending conferences (such as
WiSE Conference, Community College Advising Conference) as a representative, among
other efforts.
CEE Departmental Advising and Resources
To ensure that students understand the program and to optimize their chances of success in
the program, CEE majors are provided with a variety of resources and tools upon admission
to the department. The CEE Admissions blog, which runs spring through autumn quarter,
helps to bridge the transition for applicants and new majors. The undergraduate advisor
posts regular updates and communication to the blog throughout the application and
admissions period to keep applicants and then newly admitted majors informed and abreast
of timelines, tasks, and expectations. The blog also assists in creating a sense of community
with the department and among new majors even before the students enroll and helps to
create a seamless transition for the student. (The CEE Admissions blog was introduced in
2011, and has been very well received, with many posts receiving 5 Stars from viewer.)
All new CEE majors attend the CEE Orientation for New Majors in September prior to the
start of the quarter. The half-day Orientation includes an introduction to faculty, staff, and
classmates as well as student organizations (such as ASCE, Chi Epsilon, and Engineers
Without Borders.) The CEE advisor goes over BSCE degree requirements, academic
timeline, expectations, resources, and other points by guiding students through the CEE
Advising Handbook provided to them, along with other materials, in their new student checkin packet. The CEE Handbook is also made available on the CEE Student Resources
webpage for their future reference. Additional advising tools available to students are the
Degree Audit Reporting System (DARS), and now MyPlan, an online scheduling tool,
among others. (MyPlan replaces the paper 4-year planning sheet.)
All UW students have access to DARS through their MyUW web portal, so they can check
their own progress towards the BSCE degree as well as for minors and other majors, if
applicable. This individualized degree audit shows how all courses (completed and inprogress UW and evaluated transfer courses) apply towards a degree of the students choice.
The degree audit also serves as the students graduation audit, which they print and submit as
the application for degree. The student is encouraged to take an active role in and
responsibility for his or her own academic progress.
23
Programming and Advising for DFA students

Since Direct Freshmen Admission (DFA) was implemented, a growing challenge has been to
meet the needs of this population. As the program was started small, the first couple of years
allowed time to work individually with the students and to consider ways to serve the special
needs of these incoming freshmen. In 2010 and 2011, we held a special DFA Lunch, hosted
by the chair, which brought together incoming DFA students, selected faculty, and the
undergraduate advisor, following the general CEE Orientation. In 2012, the event was
changed to a DFA Mixer to occur about the third week of autumn quarter, bringing together
all DFA students (new and continuing) as well as faculty and selected staff. The timing
worked better for students as they were by then settled in their classes, were less
overwhelmed by transitional issues (moving into dorms, etc.), and they were excited to
connect with DFA admits who were now sophomores and upper-classmen. The continuing
problem at this time is the individualized advising needs of DFA students and the limitations
of advising time and resources. While DFA students may have great potential, they also
sometimes need a lot more guidance as they juggle ambitions and ambivalence, and deal with
limitations and conflicts while undergoing dramatic academic and social transitions, and
serving DFAs pose a new layer of administrative work and oversight. We also find
increased demands on our time in dealing with parents of new and prospective freshmen who
want to be engaged in the academic lives of their students. The addition of Early Admission
students in fall 2013 is expected to add another layer of complexity and demand for the
departments one undergraduate advisor. (At the time of the writing, in spring 2013, a parttime hourly advisor has been hired to work approximately 12 hours week through spring
quarter but we have been challenged with limited space and computing issues.)
The CEE undergraduate advisor, who has been with the department since 2007 and has
substantial training and experience in academic counseling, career guidance and a full range
of student services, develops and implements programming that support CEE students and
the department, such as CEE Orientation for New Majors, the DFA Mixer, the Annual CEE
Career Fair, Faculty Mentoring Sessions, Applying for Graduate School Session, and
Graduation. She has also developed and/or implemented a number of online tools that make
it easier to meet student needs and streamline operations, such as the UW CEE Admissions
blog, CEE-Jobs email list, online self-scheduling appointment tool (www.tinyurl.com/ceeapp-ugrad), and online course add code request form (www.tinyurl.com/ceeaddcodes),
among other tools. She meets with students in individualized appointment, in group sessions,
and makes classroom visits, as needed to maximize her efficacy in reaching and assisting
students. According to student feedback collected in 2012 (Staff Innovator nomination),
students greatly appreciate her efforts and services.
Advising and Mentoring of Majors by faculty
While the undergraduate advisor assists in all aspects of undergraduate student development,
delivery of services and programs, and advising for underclassman and newly admitted
juniors, CEE majors start to engage more with faculty mentors starting in their junior year.
In spring quarter, faculty hold faculty mentoring sessions to provide students with
information and guidance regarding their professional areas of interest, preparation for
24
graduate school and/or for work, and for selecting senior year courses that best prepare them
for their goals.
In the past (prior to about 2008), the students were assigned to individual faculty mentors.
However, this had down sides including inability to scale, variability in availability of faculty
members, and in the varying quality or nature of the interaction. Starting around 2009, we
have moved to faculty mentoring sessions, where the area faculty meets together with
interested students. This way, student can attend multiple sessions to explore areas, and they
learn more from by hearing from various faculty members in the same area and from peer-topeer interactions at and after the sessions. Some students expressed relief that they now
know different faculty that they can follow up with individually, even if they did not have
them as instructors. Also, as of 2013, we are replacing the Senior Year Plan Sheet (which
was collected in paper format and became quickly outdated) with MyPlan, the online
scheduling tool. Based on meeting with faculty and degree requirements as listed in the
degree audit, students will be able to create a more accurate graduation plan using MyPlan,
especially as this tool continues to be enhanced with new features. A printed copy will be
used as a snap shot of the proposed senior year plan as of the junior year; however, the
online tool will allow updated and real-time view of the students plan as their schedules or
course change. The added benefit of using MyPlan is that it is visible online by the
undergraduate advisor, enabling quick and easy interventions. To document students
planning with input from faculty mentors, students have been instructed to get the faculty
members signature on the printed copy to evidence their meetings.
E.WorkinLieuofCourses
The UW generally recognizes college credits earned through College Boards Advanced
Placement (AP) and International Baccalaureate (IB) programs. Students may take college-level
courses in high school through the AP Program, but they must take the AP exam in the subject
matter in order to earn college credits that may be applied to the baccalaureate degree. AP test
scores, which range from a high of AP-5 to a low of AP-1, are sent by College Board to the
colleges or universities to which the student is applying. At the UW, the AP placement or credits
are applied by the UW Admissions Office according to standards established by the relevant
academic departments for the subject matter. Based on discipline-specific guidelines, test scores
will determine whether the student will receive 1) advanced placement into a course, i.e.,
exemption from courses, but no credit; 2) Advanced placement and credit; or 3) course credits
only. (See example below for awarding Math placement or credits.) The UW does not allow AP
credits to satisfy the composition requirement. A composition course must be taken in residence
at the UW.
25
Table 1A-6: AP Placement Credits

Example of AP placement/Credits (MATH)
See http://admit.washington.edu/Admission/Freshmen/College/AP for full listing.
AP Subject
Score Credit
Calculus AB
Calculus AB
3,4
Calculus AB
Placement/Credits Awarded
MATH 124,125 (10 cr.) First two quarters of calculus.
MATH 124 (5 cr.) First quarter of calculus.
Placement only into MATH 124.
The UW does not accept CLEP (College Level Examination Program) credits. In rare
cases, students may earn credits by examination, but these are typically in limited
subjects, such as foreign language, and are generally not used to satisfy BSCE major
requirements.
The UW does not allow credits for life experience or credits applied retroactively to
past experience. Training and education during military service is accepted when they
appear as college-level credits on transfer transcripts.
Experiential learning is highly encouraged through internships, undergraduate research
and Engineering Co-Op. Students who choose to engage in part- or full-time period of
engineering practicum or cooperative education internship may earn credits by going
through the Engineering Co-Op Program, administered by the College. Students who
engage in Co-Op earn credits under ENGR 321 (Engineering Cooperative Education) and
ENGR 332 (Engineering Cooperative Education Postwork Seminar). More information
on Engineering Co-op is available at
www.engr.washington.edu/curr_students/coop/about/index.html. Many students choose
to engage in summer work experience and internships as extracurricular activities without
credits.
F.GraduationRequirements
Academic Progress through the CEE program
In the CEE Department, the majority (over 95%) of majors apply for graduation in the
autumn quarter of their senior year. Because students need to apply for graduation
approximately two quarters prior to the intended quarter of graduation (which is spring
quarter for the majority of students), the undergraduate advisor has set up a series of
Graduation Application Sessions each autumn quarter where she meets with seniors in
small groups. Students are instructed to sign up for sessions using an online form, and their
files are reviewed and graduation audits prepared in advance of the meetings. This systematic
26
approach has not only been highly efficient, but also resulted in consistently high levels of
students applying for graduation and graduating on a timely basis.
The graduation audit is submitted to the Graduation and Academic Records Office, which
carefully monitors requirements and progress towards degree. In the event that there is a
problem or deficiency, both student and advisor are notified to take appropriate action.
Students are continually encouraged to check the degree audit for progress towards degree.
Students may run audits independently for majors and minors.
The department continues to enjoy high retention and graduation rates. Over the past seven
years, our graduation rate had averaged approximately 98 percent. Table 1F-1 shows the
number of annual BSCE degrees for each of the past seven academic years, along with the
number of students admitted as juniors, two years earlier. (Note: In some rows the number of
graduates exceeds the number of students who entered the program 2 years previously. This
is due to students from previous classes who required more than two years to graduate due to
dual degrees, study abroad, internships, or stopping out for personal reasons.) This
graduation rate, like that which was reported at our last ABET review, has been generally
consistent for the department.
Table 1F-1 Graduation Rates, Past Seven Years.
Entering
Cohort Start
Year
Junior
Year
Cohort
Size
Graduation
Year
2011
2010
2009
2008
2007
2006
2005
2004
98
124
117
113
99
110
74
110
2013
2012
2011
2010
2009
2008
2007
2006
BSCE Degrees
granted by academic
year (SummerSpring)
expected+
111
89.5%
123
105.1%
105
92.9%
98
99.0%
116
105.5%
71
95.9%
105
95.5%
7 Year Average: 97.6%
G.TranscriptsofRecentGraduates
The program will provide transcripts from some of the most recent graduates to the visiting
team along with any needed explanation of how the transcripts are to be interpreted. The
Bachelor of Science in Civil Engineering does not offer options or specializations that are
designated on the transcript.
27
CRITERION2.PROGRAMEDUCATIONALOBJECTIVES
A.MissionStatement
A.1 Institutional Mission/Vision Statement
The University of Washington educates a diverse student body to become responsible global
citizens and future leaders through a challenging learning environment informed by cuttingedge scholarship. Discovery is at the heart of our university. We discover timely solutions
to the worlds most complex problems and enrich the lives of people throughout our
community, the state of Washington, the nation and the world.
A.2 College of Engineering Mission Statement
We are a diverse community of innovators dedicated to serving our society. We strive to
achieve and maintain the highest levels of excellence in higher education, to address the
world's most pressing issues through research, to contribute to the economic vitality of our
region and beyond, and to launch careers of first-rate, 21st century engineers and leaders who
are ready to make immediate, positive contributions to society.
A.3 Department Mission Statement
The Department of Civil and Environmental Engineering seeks to provide the highest
quality of undergraduate and graduate education. At the undergraduate level, the
Department's mission is to provide all students the opportunity for a broad-based educational
experience, enabling them to address complex and multi-faceted civil engineering problems.
The Department provides students with the fundamentals necessary to evolve in the
profession and to respond to changing technological and societal needs. In addition, the
Department's undergraduate program provides the depth of preparation and fosters
intellectual curiosity needed for graduate studies and research.
This mission reflects a recognition of the diversity of our students' backgrounds, needs, and
career aspirations.
B.ProgramEducationalObjectives
Our Program Educational Objectives (PEOs) are readily available on the Departments web
site via the Mission link from the About Us menu appearing on all pages. The PEO
statement is as follows:
Following graduation our students are expected to:
1) Successfully apply fundamental mathematical, scientific, and engineering principles in
formulating and solving engineering problems;
2) Work competently in one or more core civil engineering areas of practice;
3) Work effectively and conduct themselves ethically in their professional environment; and
4) Develop improved skills and new skills to enhance the state of their practice in a dynamic
professional environment.
(Direct link: http://www.ce.washington.edu/about/mission.html).
28
C.ConsistencyoftheProgramEducationalObjectiveswiththeMissionof
theInstitution
The mission of the institution is directed towards addressing the worlds most complex
problems and improving the lives of people throughout our community, the state of
Washington, the nation and the world. We see direct alignment between the work that civil
engineers do and this broad mission, and the stated PEOs are consistent with setting our
graduates up for success in this endeavor.
D.ProgramConstituencies
There are two complimentary groupings of people who have vested interest in our program:
(i) stakeholders and (ii) program leaders. We consider stakeholders as representing the broad
set of individuals and groups who are served by, supported by, and/or participate in our
program either directly or indirectly, including students, legislators, departmental advising
staff, the University, the profession, and state taxpayers. Our program leaders represent a
much more narrowly defined group of people who are charged with defining and managing
the program and its educational objectives. They consist of the faculty, the departments
Visiting Committee (representing the profession), and the advising staff (providing expertise
concerning university requirements and procedures).
With respect to stakeholders, our PEOs focus on students and their role in being qualified to
serve professionally, with clear benefits to society. It is our responsibility to ensure that these
PEOs are consistent with the expectations and needs of our external stakeholders as
discussed in the next section.
E.ProcessforReviewoftheProgramEducationalObjectives
The fundamental process by which program educational objectives are reviewed is
conceptually straightforward: the faculty, Visiting Committee, and advising staff use input
from stakeholders to ensure that the objectives are consistent with their needs. Given our
long experience in civil engineering education and the relative stability of the discipline, the
general frequency of review is 4-6 years, with ongoing data gathering on an annual basis.
The following subsections outline the mechanisms by which various stakeholders provide the
input data that the program leadership uses to review PEOs.
University, State and Legislative Stakeholders
With respect to university, state and legislative stakeholders, each university department is
required to perform 10-year comprehensive program reviews. These reviews involve
preparation of a self-study document that is submitted to a committee composed of faculty
from other campus units and external reviewers drawn from industry and other universities.
Similar to an ABET review, there is a multi-day site visit followed by a series of reports and
discussions, culminating in a final report that becomes a public record available at the state
level. These program reviews are required to consider each of the following:
29
1.
2.
3.
4.
5.
qualityofinstruction,research,andpublicservice;
valuetostudents'generaleducationandpreparationforsociety;
rolewithintheUniversityandeffectivenessinfulfillingthatrole;
resourcerequirements;
futureobjectivesandchangesnecessarytoachievethem.
There is clear alignment of the focus of these issues with PEO review, and so this aspect of
stakeholder involvement in PEO review is quite thorough. Our most recent 10-year review
was in 2011-12, and so this aspect of PEO review is quite recent.
The State of Washington supports a number of web sites providing employment guidance
and statistics, and this includes listings and descriptions of civil engineering and related
disciplines. These web sites provide an additional set of definitions and State needs relevant
for our consideration of our PEOs. Three principal webs sites useful for this purpose are:
i)
ii)
iii)
Employment projections (https://fortress.wa.gov/esd/employmentdata/reportspublications/occupational-reports/employment-projections).

Occupation descriptions (https://fortress.wa.gov/esd/employmentdata/reportspublications/occupational-reports/occupations-in-demand)
Occupation parameters (http://www.onetonline.org/link/details/17-2051.00#JobZone)
Employment projections are useful in regards to determining program size and enrollment
targets, and as shown in Table 2E-1, there is strong current and future need for civil
engineers in the State of Washington (well beyond current degree producing capacity of state
institutions, public and private).
Table 2E-1: Washington State Employment Projections, Engineering
Est.
Emp.
2010
Est.
Emp.
2015
Est.
Emp.
2020
Avg.
Annual
Total
Openings
2010-2015
Engineers
53,316
59,084
63,259
2,344
2,353
Civil Engineers
13,470
14,578
16,113
476
645
Mechanical Engineers
5,389
6,124
6,544
324
292
Electrical Engineers
5,292
5,932
6,361
252
243
Industrial Engineers
5,275
6,077
6,405
275
209
Engineers, All Other
4,092
4,607
4,981
188
190
Aerospace Engineers
7,643
8,337
8,258
296
184
Electronics Engineers, Except Computer
4,069
4,447
4,754
170
180
Computer Hardware Engineers
1,612
1,830
2,045
82
90
Environmental Engineers
1,729
1,878
2,057
65
83
Materials Engineers
1,131
1,404
1,567
87
75
Nuclear Engineers
1,182
1,209
1,266
29
41
Marine Engineers and Naval Architects
653
710
774
25
31
Chemical Engineers
432
478
523
22
26
Biomedical Engineers
268
330
409
18
25
Title
Avg. Annual Total

Openings 20152020
30
Petroleum Engineers
Agricultural Engineers
Mining and Geological Engineers, Including Mining
Safety Engineers
282
294
296
87
90
94
97
100
99
Students
In the case of students, our primary input comes from tracking their career progress via
alumni surveys with a particular emphasis on the alignment of program objectives with their
career experiences. The University has a long history of surveying alumni one, five, and ten
years following graduation, and in previous ABET cycles we have found that these university
data are comparable to those we have gathered with our own custom surveys, and so for the
foreseeable future we have decided to rely primarily on this mature and professionally run
data gathering system. It is also useful to compare our students responses to other
populations, including engineering as a whole, and professional programs as a whole, and to
be able to look at longitudinal data gathered over many years.
These university surveys ask a number of useful questions relevant to PEO (and outcomes)
evaluation. These include assessment of readiness for professional work, for further study,
and capability for independent learning. There are also data that show where graduates are
employed. In past ABET review cycles we have presented detailed analysis of these data to
show the alignment of student achievements and needs following graduation and our PEOs.
We continue to track this summary data as part of our ongoing PEO review process, and to
date have continued to see a good match between our objectives and our graduates needs.
Profession
To assess the fit of our PEOs with the needs of the profession, we have both the direct
involvement of our Visiting Committee and an annual collection of employer satisfaction
data with regards to our students. The latter is collected as part of an annual departmental
career fair that involves 30-50 companies covering all aspects of civil engineering practice,
and is based on a survey emailed out prior to the event and collected on site at the events
conclusion. The questions include a combination of outcomes and objectives-based items,
and similar to the case of the alumni survey, we look for potential misalignment between our
PEOs and professional needs.
Again, in past ABET cycles we have presented these data in detail to demonstrate the
suitability of our PEOs relative to professional observations. We continue to see high levels
of employer satisfaction with our graduates, and so we remain confident that our programs
educational objectives are appropriate from a professional perspective.
The role of the Visiting Committee from a stakeholder perspective is particularly important,
because they are in a position to provide broader input and observations based on their
relatively high degree of engagement with the Department on an ongoing basis. The current
roster of the Visiting Committee is listed in Table 2E-2 for reference.
31
Table 2E-2: 2012-13 Visiting Committee Roster

Name
Betcher,Susan
Betty,Kristen
Boyle,Stan
DeBoldt,Linda
Dehn,Bill
Green,Guy
Griggs,Gary
Handeland,
Einer
Haugerud,Amy
Hirsch,Cindy
Title/Company
FirmwideCoChair,CleantechPractice,Partner,PerkinsCoieLLP
PresidentandPrincipal,KBAConstructionManagemen
VicePresidentGeotechnicalEngineer,Shannon&Wilson,Inc.
DeputyDirector,SeattlePublicUtilities
Retired(formerlyCH2MHILLExecutiveVicePresidentandBoardMember)
LEEDGreenAssociateChief,DesignBranch,SeattleDistrictUSACE
DirectorandSeniorVicePresident,ParsonsBrinckerhoff
Retired(formerlyProjectDirector,ParsonsBrinckerhoff)
Principal/Consultant,RoseWaterAdvisorsLLC
CivilEngineer,NorthwestMountainRegion,SeattleAirportsDistrictOffice,Federal
AviationAdministration(FAA)
Jensen,DeWitt DesignManager,EastLinkCorridor,SoundTransit
Magnusson,Jon SeniorPrincipal,MagnussonKlemencicAssociates
Murphy,Steve 7879EngineeringLeader,ForwardBody,AftBody&Empennage,TheBoeingCompany
Tada,Jennifer
DirectorofPlanning,PugetSoundEnergy
Tomkins,Rick
VicePresident,DirectorofEngineering,TriadAssociates
Advising Staff
The advising staff plays a number of important roles in the management of PEO reviews,
including providing professional expertise regarding university rules and procedures,
interacting with students and employers at a number of touch-points different from those of
the faculty, and interacting with students in a more comprehensive manner. They are thus
both important data sources as well as domain experts. The Undergraduate Education
Committee includes the Lead Advisor as a member, and so staff input is ensured during PEO
review.
Faculty
Faculty members are of course responsible for the design, implementation, and delivery of
the undergraduate program, but the University of Washington is a Research I university, and
so faculty also lead significant graduate and research programs. They therefore are regularly
engaged in working with students from across the nation and around the world in advanced
educational contexts, and this provides an important perspective on student needs for study
beyond the BSCE degree. In effect, faculty members themselves serve in the role of
employers (both figuratively and literally) in regards to working with students pursuing
additional professional skills and knowledge relevant to PEO #4. They work both with
students from our own program and from programs across the USA and elsewhere, and this
experience provides implicit calibration of the effectiveness of our program in regards to
preparation for advanced study. This enables faculty to supply key input with respect to PEO
review.
32
Review Process
Figure 2E-1 illustrates the various parties, roles, and procedures that make up the PEO
review process. Formal PEO review is the responsibility of the Undergraduate Education
Committee acting in collaboration with the Department Chair and Associate Chairs. The
Chair and Associate Chairs help provide oversight on data gathering, while the
Undergraduate Education Committee focuses on data interpretation and PEO review. We
have recently restructured the departmental committee structure, and the primary focus in the
past two years has been on curriculum changes, so the next formal PEO review is scheduled
for the 2015-16 academic year (i.e., 4 years after the 2011-12 10-year program review
described above). This review will be based on the stakeholder input gathered as described
above, and will result in a formal recommendation to be approved by the faculty.
Program
Stakeholders
Public Communication
PEOs
Program
Leaders
Students
Faculty
Legislators, State Taxpayers
Visiting Committee
Proposals/Review
Departmental Advising Staff
CEE ExCom
Profession
Faculty
Undergrad Ed. Committee

Expectations/Needs
Departmental Advising Staff
Figure 2E-1: Program Educational Objectives Review Schematic
33
CRITERION3.STUDENTOUTCOMES
A.StudentOutcomes
We have adopted the ABET Criterion 3 Program Outcomes (a-k) as our own Program Outcomes,
and have augmented them to include outcomes based on additional required ASCE Curriculum
Program Criteria (l-o). The resulting list of Program Outcomes is that students 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 multi-disciplinary 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
Civil Engineering-Specific:
(l)
proficiency in mathematics through differential equations, probability and statistics,

calculus-based physics, and general chemistry, and an ability to apply knowledge in
additional areas of science.
(m)
proficiency in a minimum of four (4) recognized major civil engineering areas
(n)
an understanding of professional practice issues such as: procurement of work, bidding

versus quality-based selection processes, how the design professionals and the
construction professions interact to construct a project
(o)
an understanding of the importance of professional licensure and continuing education
B.RelationshipofStudentOutcomestoProgramEducationalObjectives
Table 3B-1 illustrates the relationship between Student Outcomes and our stated PEOs. The
recommended way to interpret this table is to preface the PEO columns with phrasing along the
lines of In order to , followed by the PEO statement, continuing on with students must be
34
able to, and then adding on each of the indicated outcomes. For example, in the case of
PEO #4 the corresponding assembled statement would become:
In order to develop improved skills and new skills to enhance the state of their practice in
a dynamic professional environment, students must be able to: apply knowledge of
mathematics, science, and engineering; understand the impact of engineering solutions in
a global, economic, environmental, and societal context; have knowledge of
contemporary issues; recognize the need for, and be able to engage in life-long learning;
use the techniques, skills, and modern engineering tools necessary for engineering
practice; and explain basic concepts in management, business, public policy, and
leadership.
35
Table 3B-1: Student Outcomes Related to Program Educational Outcomes (PEOs)

PEO #1: Successfully
PEO #4: Develop improved
apply fundamental
PEO #2: Work
PEO #3: Work effectively
skills and new skills to
mathematical, scientific,
competently in one or
and conduct themselves
enhance the state of their
and engineering principles more core civil engineering
ethically in their
practice in a dynamic
in formulating and solving
areas of practice
professional environment
professional environment
engineering problems;
Outcome
a, l
apply knowledge of
mathematics, science,
and engineering
design and conduct

experiments, as well
as to analyze and
interpret data
design a system,
component, or
process to meet
desired needs
function on multidisciplinary teams
identify, formulate, and

solve engineering
problems
understand of
professional and
ethical responsibility
communicate
effectively
understand the impact

of enginering solutions
in a global and
societal context
recognize the need

for, and be able to
engage in life-long
learning
have knowledge of
contemporary issues
use the techniques,
skills, and modern
engineering tools
necessary for
CE
m
apply knowledge of
four technical areas
appropriate to civil
engineering
explain basic concepts
in management,
business, public
policy, and leadership
explain the importance
of professional
licensure
36
CRITERION4.CONTINUOUSIMPROVEMENT
A.StudentOutcomes
In this section, we present a complete discussion of the assessment of students. Through the use
of tables and figures in the order suggested in the guide, we describe the evaluation process and
how it is documented and maintained. Each of the following sub-sections is based on the
recommended format from the ABET guide. As described earlier, the process presented here
represents a relatively recent augmentation of former practices driven by the interim visit process
completed in June 2010.
Figure 4A-1 illustrates in overall fashion the five-step procedure used to assess the degree to
which outcomes have been achieved.
Figure 4A-1 Assessment procedure for outcomes.
37
As can be seen from the figure, we (1) start with the outcomes delineated by outcomes a-o
described in Criterion 3. We (2) identify class activities and other measures such as FE Exam
results to assess the level of achievement of each outcome. Usually this process involves the use
of sub-outcomes. We (3) develop and apply rubrics and performance indicators for assessments.
These include tables for the course instructors to identify the percentage of students who are
below, meet and exceed expectation for each sub-outcome. The use of the rubric tables has the
advantages of i) dividing the outcomes into separate components so that areas needing additional
attention can be more easily identified, and ii) providing numerical values so that changes in
achieving the outcomes can be more easily tracked with time as well as with changes to the
academic program. These results (4) are tabulated for each academic year and then compared
with previous years. Assessments for classroom activities that are below an expectation of 80%
(5) are discussed by the CEE Undergraduate Committee and targeted for improvement.
The assessment for each outcome over the review period for this ABET visit is provided in detail
in the following sections below. Example assessment instruments are included in Appendix E.
4A.1. A listing and description of the assessment processes used to gather the data upon
which the evaluation of each student outcome is based.
Assessments to gather data, upon which the evaluation of each student outcome is based, are
made using data from several sources. These sources include the following:
For Outcomes a, f, k, m and o, data from the FE Exam are compiled and analyzed.
For Outcome i, data on student membership in ASCE and other professional organizations
are collected and analyzed.
For Outcomes b, c, d, e, f, g, h, i, j, k and n, outcome assessments are undertaken by
instructors in classes through rubrics for each subcomponent of the outcome. These are
discussed in section 4.A.4.
Tables 4A-1 through 4A-3 provide a more detailed view of the assessment framework, and
together can serve as the primary roadmap for understanding the relationship between the
outcome metrics and the data sources. Some details of the course-based data sources are
changing in step with the overall junior year curriculum change, but the fundamental process is
continuing forward in similar fashion.
In our 2006 review there was concern about the density of these assessment matrices, and so a
big part of the changes necessary to remove the initially identified weakness was to assure
multiple data sources for each outcome.
38
Table 4A-1: Student Outcomes (a)-(e) Assessment Matrix

Student Outcome
Data Source & Assessment Metric
Level of Assessment
Comprehension Application Analysis Synthesis
(a)
Math & Science
(b)
Experiments
(c)
Design a system or
components
(d)
Multi-disciplinary
teams
(e)
Engineering problem
solving
Scores on FE Exam by subject relative to

national average (mechanics, fluid
mechanics, chemistry, general mathematics,
probability and statistics)
|>
Geotechnical Lab (CEE 366): Use of Results

in Real-World Context
|>
Materials Lab (CEE 363) : Design and

Conduct an Experiment
Capstone Design Class (CEE 44x): Direct
Assessment or Peer Assessments of students
major design project
Surveying lab (CEE 316): Direct Assessment
of students experimental design and field
results
Capstone Design Class (CEE 44x): student
performance on design project as members
of a project team
Materials Lab (CEE 363): peer and direct
assessment of student performance on group
assignments
|>
|>
|>
|>
|>
Direct assessment of students ability to

formulate and solve an ill-defined
engineering problem
CEE 320 Transportation Engineering
|>
CEE 345 Hydraulic Engineering
|>
CEE 366 Basic Soil Mechanics
|>
CEE 379 Elementary Structures
|>
39
Table 4A-2: Student Outcomes (f)-(i) Assessment Matrix

Student Outcome
Level of Assessment
(f)
Professional &
Ethical Responsibility
(g)
Communication
(h)
Impact of engineering
solutions
(i)
Lifelong learning
Scores on Ethics & Business section of FE

Exam relative to national average
Professional Practice Studio (CEE 440):
performance on exam questions related to
professional and ethical responsibilities
|>
|>
Materials Lab report (CEE 363):

performance on technical writing
requirements
|>
Environmental Engineering term paper

(CEE 350): performance on technical writing
assignment
|>
Capstone design class (CEE 440): student

performance on technical oral presentations
|>
Transportation Engineering (CEE 320):

student performance on case studies related
to the impact of engineering solutions
|>
Sustainability in Civil Engineering (CEE

360) : Direct assessment of assignment on
life cycle assessment
|>
Capstone Design Class (CEE 44x) overall

performance: Demonstrated ability to learn
on ones own
Enrollment statistics in ASCE student
chapter
|>
|>
40
Table 4A-3: Student Outcomes (j)-(o) Assessment Matrix

Student Outcome
Level of Assessment

performance on assignments related to
professional and ethical responsibilities
|>
Sustainability in Civil Engineering (CEE

360): Direct assessment of assignment on
sustainable practices
|>
Construction Engineering (CEE 306):

performance on homework or projects in
which scheduling software is used as a tool
|>
Elementary Structures (CEE 379):

performance on homework in which
structural analysis software is used as a tool
|>
Technical breadth graduation requirements:

Proficiency in core courses in four
recognized areas of Civil Engineering
|>
Results of FE Exam: Exam scores by

specialty area relative to national average
|>

performance on assignments related to
professional practice
|>
Construction Engineering (CEE 306):

performance on exam questions relating to
project delivery methods
|>
(o)
Percent of students taking FE Exam
|>
Licensure
Percent of students passing FE Exam
|>
(j)
Contemporary Issues
(k)
Engineering Tools
(m)
Technical Breadth
(n)
Understanding
Professional Practice
Issues
41
4A.2. The frequency with which the assessment processes is carried out.
Table 4A-4. Identifies the schedule for outcome assessment as delineated over several years for
the ABET cycle.
Table 4A-4: Evaluation Cycle
RelevantAbetProgram
Objectives
Relevant
Educational
Objectives
Evaluationsand
Recommendations
a,k,m
1,2
1,2
20092010
ProfessionalPractice
andLifelongLearning
d,f,h,I,j,n,o
3,4
20102011
DesignSkills
b1,b2,c,e
1,2,3,4
a,k,m
1,2
EvaluationCycle
20082009
Theme
BasicTechnicalSkills
CommunicationSkills
20112012
BasicTechnicalSkills
Communication
1,2
20122013
ProfessionalPractice
andDevelopment
d,f,h,I,j,n,o
3,4
20132014
DesignSkills
b1,b2,c,e
1,2,3,4
4A.3. The expected level of attainment for each of the student outcomes.
The standard set by the CEE Undergraduate Committee is 80% of students meeting or exceeding
expectation of a particular rubric. If this standard is not met, the committee meets with the
instructor and discusses the assessment and ways to improve. More information on continuous
improvement is found in section 4B.
4A.4. Summaries of the results of the evaluation process and an analysis illustrating the extent
to which each of the student outcomes is being attained.
In this section, we discuss each outcome assessment separately.
Outcome a: An ability to apply knowledge of mathematics, science, and engineering
We used assessment metrics for the FE exam and from required junior and senior courses. The
FE exam results for the subject areas Chemistry, Mathematics, Mechanics, Fluid Mechanics and
Probability and Statistics are shown in Figure 4A-3.
42
RatioofUWStudentsPassingtoNational
RatioofthePercentageofUWCivilEngineeringStudents
PassingtothePercentageofCivilEngineeringStudents
PassingNationally
1.40
1.20
1.00
0.80
Math
0.60
Probability&Statistics
0.40
Chemistry
0.20
FluidMechanics
0.00
Figure 4A-2. FE Exam Results Relative to Outcome a

All values are greater than or equal to 1.00, which means that our students are performing at or
above the national average for comparable institutions. In addition, the values during the present
assessment cycle (2007-2013) are constant or displaying a slightly positive trend.
43
Outcome b: An ability to design and conduct experiments, as well as to analyze and interpret
data
Outcome b has been subdivided into separate assessment components as delineated in the
following table (Table 4A-5).
Table 4A-5 Basis for assessment of outcome b.
Assessment
Metric
2008
2009
2009
2010
2010
2011
2011
2012
2012
2013
Percentofstudents
Identificationof
thatmeetor
significantparameters:
exceed
b1a
expectations
Developexperimentto
evaluateparameters:
b1b
100
100
100
100
100
100
100
100
100
100
Conductexperimentby
robustprocedures:b1c
100
100
100
100
95
Interpretresults
appropriately:b2a
85
70
75
Applyexperimental
results:b2b
85
80
80
95
Recognizedependent
vs.independent
variables:b2c
95
98
80
80
90
Recognizevariabilityin
"real"data:b2d
85
85
55
60
95
Abilitytointerpolate
andextrapolate:b2e
95
85
40
65
85
Combined"b"metric
95.8
92.3
78.1
82.5
94.3
Averages
As mentioned previously, 80% is the expectation percentage that we would like to see; any
assessment below that value is addressed in section 4.B. Continuous Improvement. In this
example, from the 2009-2010 academic year, the CEE 366 assessments are slightly below what
we would like to see. We plotted the assessments per academic year as shown in Figure 4A-3.
44
PercentageofStudentswhoMeetorExceedExpectations
OutcomebAssessments
120
IdentiYicationofsigniYicant
parameters:b1a
100
Developexperimentto
evaluateparameters:b1b
80
Conductexperimentby
robustprocedures:b1c
60
Interpretresults
appropriately:b2a
40
20
Applyexperimental
results:b2b
Recognizedependentvs
independentvariables:
b2c
Recognizevariabilityin
"real"data:b2d
0
Abilitytointerpolateand
extrapolate:b2e
Figure 4A-3: Outcomes b1-b2 for the period under review.
The sub-analysis for CEE 366 (recently changed to CEE 367) is provided below in the
Continuous Improvement section B.
Outcome c. An ability to design a system, component, or process to meet desired needs
For this outcome, we subdivided the outcome into three components (c1, c2 and c3):
Determine requirements (c1)
Identify constraints (c2)
Follow iterative procedures (c3)
We made assessments at the junior and senior years. The assessments are plotted in Figure 4A-4
below. Students have been able to identify constraints fairly consistently. However,
determining requirements (c1) and following iterative procedures (c3) have shown some
variability.
45
Percentofstudentswhomeetorexceed
expectation
OutcomeCAnalysis
120
100
80
Determine
requirements
60
IdentifyConstraints
40
FollowIterative
Procedures
20
0
Academicyearassessmentmade;avreagesareshownfor
20102011and20112012.
Figure 4A-4: Outcomes c1-c3 for the period under review.
Outcome d. An ability to function on multi-disciplinary teams

For this outcome, we subdivided the assessment into three sub-objectives as shown in the plot
below. These sub-outcomes are as follows:
1. Break up problem into manageable parts (d1)
2. Communicate effectively with team members (d2)
3. Ability to work in parallel format (d3).
It can be seen that the scores have remained about the same since the 2009-2010 period, being at
or above the minimum standard of 80%. The values for 2009-2012 represent averages for junior
and senior courses.
46
PercentofStudentswhoMeetorExceed
Expectations:Years20092012are
averages.
OutcomedAssessments
100
90
80
Breakupproblem
intomanageable
partsd1
70
60
50
Communicate
effectivelywiththe
teamd2
40
30
20
Abilitytoworkin
parallelformatd3
10
0
Figure 4A-5: Outcomes d1-d3 assessment for the period under review.
Outcome e. An ability to identify, formulate, and solve engineering problems

For this outcome, we subdivided into three sub-outcomes, which are assessed through the several
courses during the junior year. The table results below (Table 4A-6) are for the junior course
CEE 345.
Table 4A-6: Outcome e Results
Assessment Component
Identifies necessary
information
Selects appropriate tool
Applies tools
appropriately
Assessment
Metric
Percent of
students that meet
or exceed
expectations
Metric
Shorthand
e1
20082009
88
20092010
85
20102011
85
20112012
94.1
e2
e3
88
76
85
85
85
85
78.4
62.8
Plots of the data in the table appear below. First, the plot of e1 Identifies Necessary
Information is shown. The only outlier is for the year 2011-2012 for CEE 366.
47
PercentofStudentswhoMeetor
ExceedExpectation
Outcomee1:IdentibiesNecessaryInformation
100
CEE345/347
80
60
40
CEE366(Average)&
367
20
CEE320
0
CEE380
CEE379
AcademicYear
Figure 4A-6: outcome e1 assessment.

The data are scattered between 80 and 100 percent with the exception of the soil mechanics
course, CEE 366, later identified as CEE 367. The results for this past academic year represent
an increase in the metric assessment.
Second, the analysis for Outcome e2: Selects Tools Appropriately is shown. Again, the only
outlier is for CEE 366, with a significant increase in 2012-2013.
48
ExceedExpectation
Outcomee2"SelectsAppropriateTool"assessment
100
90
80
70
60
50
40
30
20
10
0
CEE345/347
CEE366(Average)&
367
CEE320
CEE380
CEE379
Figure 4A-7: outcome e2 assessment
Finally, outcome e3 Applies Tools Appropriately is shown in Figure 4A-8.
ExceedExpectation
Outcomee3"AppliesToolsAppropriately"
assessment
100
90
80
70
60
50
40
30
20
10
0
CEE345/347
CEE366(Average)&
367
CEE320
CEE380
CEE379
Figure 4A-8: outcome e3 assessment.

The outcome results for e3 are similar to those for e1 and e2.
49
Outcome f. An understanding of professional and ethical responsibility

For outcome f, we assessed performance for three subcomponents using the Professional Practice
Studio CEE 440. The two subcomponents for the course are shown in table below (Table 4A-7).
The third metric is the Ethics and Business score on the FE exam, which is expressed as an
average percent correct relative to the national average expressed as a ratio.
Table 4A-7: Outcome f Results
Assessment
Component
Aware of relevant
issues
Assessment
Metric
Percent of
students that meet
or exceed
expectations
Shows interest in
case studies
Metric shorthand
f1
20082009
100
20092010
100
20102011
-
20112012
98
f2
95
100
98
PercentStudentswhoMeetor
ExceedExpectations
Outcomesf1[AwareofRelevantIssues]andf2
[ShowsInterestinCaseStudies]
100
80
60
40
20
0
Awareofrelevant
issues
Showsinterestincase
studies
AcademicYear
Figure 4A-9: Outcome f Assessment.
50
The third subcomponent of Outcome f is the understanding of ethics and business practices in
civil engineering. This assessment is made through the FE exam section results as shown in
Figure 4A-10 below.
Percentcorrectrelativetothe
nationalaverageexpressedasa
ratio
Outcomef:Ethics&BusinessSectionoftheFE
Exam
1.20
1.00
0.80
0.60
0.40
0.20
0.00
AcademicYear
Figure 4A-10: Outcome f: FE Exam Assessment.
We note that our students meet or exceed the national average even though the topics are not
covered explicitly in the CEE 440 Professional Practice Studio course at the time the exam is
given as our classes are on the quarter system.
Outcome g. An ability to communicate effectively

For this outcome, we assess several sub-outcomes from junior and senior courses. The first chart
(Figure 4A-11) illustrates the use of communication metrics for writing. Although most of the
metrics are at or above the 80% minimum standard, the use of graphs and figures varies. In
the capstone class in the 2012-2013, the value of 75% was reported, which is slightly below
80%.
51
PercentofstudentswhomeetorExceed
Expectations
Outcomesg1g4:AssessmentsRelatedtoWriting
120
100
80
Technicalwritingcontent:
g1
60
Organizedwriting:g2
40
UseofgraphsandYigures:
g3
20
Useofreferences:g4
AcademicYear
Figure 4A-11: Writing Outcome Assessments.

The second chart (Figure 4A-12) illustrates the outcome assessments for speaking skills.
ExceedExpectations
Outcomesg4g8:SpeakingandPresentations
100
90
80
70
60
50
40
30
20
10
0
Voicequality:g5
Useofvisualaids:g6
Speakingdemeanor:g7
20082009 20092010 20122013
Presentation
effectiveness:g8
AcademicYear
Figure 4A-12: Speaking Outcome Assessments.

All of the voice metrics are at or above the 80% minimum standard. The use of visual aids and
presentation effectiveness remain high, but speaking demeanor and voice quality tend to
vary.
52
Outcome h. The broad education necessary to understand the impact of engineering solutions in
a global and societal context
Outcome h is subdivided into four sub-outcomes. The courses CEE 320 (now included in CEE
327) and CEE 360 have been used for this outcome assessment. The assessments have averaged
close to the 80% standard; however, in later years, the values have varied. Junior professors, who
may interpret the assessments differently, have made the latter set of assessments. It is
anticipated that the Undergraduate Committee will discuss this outcome during a review of the
academic year.
ExceedExpectations
OutcomehAssessments
100
90
80
70
60
50
40
30
20
10
0
Recognizelocaleffects:h1
Recognizelargerscale
effects:h2
Identifypositiveand
negativeimpacts:h3
DevelopMethods:h4
AcademicYear
Figure 4A-13: Outcome assessments for h1-h4.
Outcome i. A recognition of the need for, and an ability to engage in life-long learning
Outcome assessment is made through two sub-outcomes. Sub-outcome i1 is student
involvement in ASCE. Although many of our students are members of other organizations such
as Engineers without Borders, the largest membership is for the student chapter of ASCE.
Table 4A-8: Outcome i1: Student involvement in professional organizations.
Assessment
Component
Assessment Metric
Metric
Shorthand
20082009
20092010
20102011
20112012
20122013
Student involvement
in professional
organizations
Student enrollment in
ASCE
i-1
N/A
N/A
86
111
106
In order to assess sub-outcome i2, ability to engage in life-long learning, we use the following
table of grades for capstone courses as a predictor. It can be seen that over ninety percent of the
students who take the capstone classes meet or exceed expectation in this outcome.
53
Table 4A-9: Outcome i2: Ability to engage in life-long learning.
StudentAchievementPercentages
CEE
Course
Number
Instructor
Name
QuarterYear
Exceeds
Expectation
(above3.7outof
4.0)
Meets
Expectations
(Between2.5and
3.6)
BelowStandard
(Below2.5)
Spring2007
63%
35%
2%
Spring2008
58%
42%
0%
Spring2009
55%
45%
0%
Spring2010
35%
61%
4%
Spring2011
32%
61%
7%
441
Janssen
72%
28%
0%
442
Lehman
Spring2012
8%
92%
0%
441
Wygonik
60%
32%
8%
442
Lehman
Spring2013
52%
46%
2%
441
Muench
33%
63%
4%
444445
Stensel
Previouslydatawere
combined.
In the 2012-2013 academic year, capstone instructors noted that those who performed at the
below expectation level did not participate at a level that was satisfactory to their team
members.
Outcome j. A knowledge of contemporary issues
This outcome has been divided into sub-outcomes as follows:
1.
2.
3.
4.
Assimilate and understand relevant information

Participate in meaningful discussions
Present valid arguments
Can make direct assessment on questions related to sustainability metrics.
The last metric, j4, was employed for two years in the junior course CEE 360 Sustainability in
order to make assessments of this outcome. However, this class is no longer offered and the
material has been distributed to other junior courses and senior-level classes such as CEE 440,
Professional Practice Studio. Most values meet or exceed the 80% standard. However, it can be
seen that the Direct assessment on questions related to sustainability metrics is not currently
being met. It is anticipated that the Undergraduate Committee will discuss this outcome at its
review of the academic year.
54
PercentofStudentswhoMeetorEzceed
Expectations
OutcomejAssessment
Assimilateand
understandrelevant
information:j1
100
90
80
70
60
50
40
30
20
10
0
Participatein
meaningful
discussions:j2
Presentvalid
arguments:j3
Directassessmenton
questionsrelatedto
sustainabilitymetrics:
j4
AcademicYear
Figure 4A-14: Outcome assessments for j1-j4.
Outcome k. An ability to use the techniques, skills, and modern engineering tools necessary for
For this outcome, we asked instructors to develop rubrics for tools used in their classes.
Instructors have chosen to assess the use of software for analysis and design. Because computer
programs are the most prevalent tool used in the department, we used the computing score
from the FE Exam to assess whether students were able to use the tool successfully. The results
are plotted in the figures below. We note that the class-derived data is at or exceeds the 80%
standard. For Figure 4A-16, a score of unity indicates that the percentage of our students passing
is equal to the national percentage. It can be seen that for the period of investigation, our
students FE Exam scores are better than or at the national average.
55
PercentofStudentswhoMeetorExceed
Expectation
Outcomek:"Degreeofcomprehensionofwhatan
engineeringtoolisactuallydoing"
100
90
80
70
60
50
40
30
20
10
0
306
380/377
AcademicYear
Figure 4A-15: Outcome assessments for outcome k using class-derived data.
Ratio
RatioofthePercentageofUWCivilEngineering
StudentsPassingtotheNationalAverage
1.40
1.20
1.00
0.80
0.60
0.40
0.20
0.00
AcademicYear
Figure 4A-16: Outcome Assessments for outcome k using FE Exam scores for
computing.
56
Outcome l. Proficiency in mathematics (including diff. eq. and statistics), physics and chemistry
We do not make formal assessments for this outcome. The department requires that all incoming
students successfully complete introductory courses in mathematics, physics and chemistry prior
to entry into the department. Background on these courses and the performance of the incoming
students may be found in the section Criterion 1. We also include the course syllabi for the
incoming courses in Appendix A.
Outcome m: Proficiency in four recognized areas of Civil Engineering

For this outcome, we used assessment metrics for relevant sections of the FE exam. The FE
exam results for the subject areas Hydraulics and Hydrological Systems, Soil Mechanics and
Foundations, Environmental Engineering, Transportation, and Structural Analysis are shown in
Figure 4A-17. All values are greater than or equal to unity, which means that our students are
performing at or above the national value. In addition, the values during the present assessment
cycle are constant or displaying a slightly positive trend.
RatioofUWStuidentsPaasingtoNational
RatioofthePercentageofUWCivilEngineeringPassingtothe
PercentageofCivilEngineeringStudentsPassingNationally
1.40
1.20
1.00
Hydraulics
0.80
SoilMechanics&
Foundations
0.60
EnvironmentalEngineering
0.40
Transportation
0.20
StructuralAnalysis
0.00
Figure 4A-17: FE Exam results used to assess outcomes for m.
Outcome n. Understanding of professional practice issues

For this outcome, we assess the ability of the students to identify important concepts relating to
professional practice in two courses that all students take. The scores reflect outcomes that
meet or exceed the minimum standard expectation of 80%.
57
Percentofstudentsthatmeetorexceed
expectation
Outcomen1:"Identifyimportantconceptsrelating
toprofessionalpractice"
100
90
80
70
60
50
40
30
20
10
0
CEE440
CEE306
AcademicYear
Figure 4A-18: Outcome n assessment.
Outcome o: Understanding of importance of licensure and continuing education

For this outcome, we examined the number of UW seniors taking the FE exam and those passing
relative to the national average. The results are plotted below. As a result of increased
emphasis on this metric the number of students taking the exam has dramatically increased.
58
RatiooftheNumberofUWCivil
StudentsPassingtotheNational
NumberPassing
PassingRatiofortheFEExam
1.40
1.20
1.00
0.80
0.60
0.40
0.20
0.00
AcademicYear
Figure 4A-19: FE Exam results used to assess outcome o.
Ratio of Number of UW Examinees to the Number of

Graduates [%]
100
95
94
90
91
90
85
88
83
85
80
75
72
70
65
60
55
56
50
Figure 4A-20: FE Exam data used to assess outcome o.
59
The passing ratio for our department is always greater than the national average by a wide
margin of ten to twenty percent. In addition, we note that a slight positive trend occurred during
the period of 2008-2012.
B.ContinuousImprovement
The process for continuous improvement is as follows:
The Undergraduate Committee reviews the outcomes and curriculum at the end of each
academic year in consultation with the CEE Department Advisor.
Each program area reviews course offerings at the end of each academic year. If
problems arise, they are discussed at the program level, and then brought to the Executive
Committee of the CEE department and the Undergraduate Committee for consideration.
The annual Departmental Retreat is also used as an opportunity to discuss the curriculum.
The ABET review process falls within the purview of the Undergraduate Committee. The
Undergraduate Committee uses the results of the ABET evaluation process for student outcomes
a-k to continuously improve the program. In most instances, the signal to noise level in the data
is such that few clear indications of problems have been seen in recent years. It is also not
entirely clear that the more recently adopted rubric-based assessments are all completely
calibrated yet. For the relatively objective measures (i.e., FE exam results) we do not see the
same kinds of swings that we see in some of the rubric-driven metrics. It thus can be tricky to
determine definitively if variations are due to actual student performance or evaluation shakeout.
As we continue to gather further data these issues should become more clearly defined.
With these caveats in mind, we briefly discuss below recent activities for example outcomes in
which data-driven changes have taken place, or are being considered. Given the recent curricular
changes that have been made in the program, the existing assessment data will be particularly
helpful in guiding ongoing tuning of the modified system.
Outcome b.
The sub-outcomes for several sections of the class CEE 366 Soil Mechanics were investigated
because the values were low relative to other courses. The average scores are shown in
Figure 4B-1. The geotechnical faculty has been focusing on these outcomes. The most recent
results have improved to over 80%.
60
PercentageofStudentswhoMeetor
ExceedExpectations
Outcomeb:CEE366and367Averages
100
90
80
70
60
50
40
30
20
10
0
IdentiYicationof
signiYicant
parameters:b1a
Developexperiment
toevaluate
parameters:b1b
Interpretresults
appropriately:b2a
Applyexperimental
results:b2b
AcademicYear
Figure 4B-1. Outcome b analyses for the Soil Mechanics Courses 366/ 367.
Outcome j.
Our students appear to need more background in sustainability. The Undergraduate Committee
will discuss this in greater detail with course instructors for the junior year to gain insight into
how these topics might be better represented in existing courses at the junior year.
Outcome i.
We are suggesting that all incoming students learn about library research through taking the
quarterly seminars directed by the UW Library system for Undergraduates.
Outcome o:
As shown clearly in Figure 4A-20 in the previous section, there has been a dramatic increase in
the percentage of our students taking the FE exam. This has been the direct effect of an increased
emphasis on professional preparation driven by the initially low participation rates seen in the
early data.
Curriculum Change
One shortcoming of the continuous improvement model is that it in general is based on
incremental changes relative to some starting baseline equilibrium state. Given the large number
of degrees of freedom and changing constraints in a system as complicated as a 4-year
engineering program, this kind of incremental improvement approach, based essentially on trialand-error tracking of derivatives, can be relatively slow to bring significant change, and is likely
to lead to wandering around local maxima at best. Our recent curriculum change was motivated
by and informed by a broader view of improvement than could be achieved from a purely
incremental approach. In particular, we applied principles such as the following in crafting the
curricular overhaul we are currently implementing:
61
It is not necessary for every topic of importance to have its own separate course, and
spreading material across too many distinct courses can impede understanding at the
system level.
To accommodate more students in the future, we need an efficient and manageable
curricular structure.
Lecture-only courses are generally less effective than courses that combine lectures with
other kinds of learning activities.
Curricular coordination across courses is more sustainable with fewer course units to
manage.
The actual creation of the new curricular structure (essentially based on a smaller number of
higher credit, mixed mode classes) was developed over a 2-year period via a number of faculty
discussions, retreats, Visiting Committee meetings, and data gathering. In addition to faculty
approval via formal voting procedures, additional College of Engineering and University review
was also required. Prior to the launch of the new courses, an interdisciplinary team of TAs was
hired to work together in creating materials and designing activities for the inaugural academic
year. The point of having TAs from the different courses work together was to help ensure
curricular cohesion and to identify opportunities for leveraging common topics and concepts.
Given the generally positive outcomes of the prior curriculum as reported in the previous section,
the existing data and outcomes assessment procedures will be very useful in evaluating the
effectiveness of the new curriculum, and in informing additional modification to ensure
consistently strong outcomes.
C.AdditionalInformation
Selected examples of assessments are supplied in this document in Appendix E. Copies of all the
assessment instruments and materials referenced in sections 4A and 4B will be available for
review at the time of the onsite review visit. It also possible to make these materials available
online prior to the visit at a University of Washington secure website specifically established for
the purpose of collecting and organizing assessment data. ABET evaluators can be provided full
access to these materials upon request.
62
CRITERION5.CURRICULUM
A.ProgramCurriculum
Curriculum Change Note: The discussion and materials presented in this section are based on
the curriculum that was in effect for the 2013 graduating class. The primary changes affecting
the class of 2014 and beyond revolve primarily around the junior year. In short, the junior year
has been reorganized around a smaller number of higher credit courses to allow for more
integrated presentation of material, and to augment lecture-only courses with alternative learning
activities. The basic content and overall role of the new junior year is consistent with the
discussion presented in the discussion below. Please see Appendix F for summary tables and
worksheets describing the changed curriculum details. It also should be noted that a small
number of 2013 graduates had to combine some old and new curriculum courses due to the
common deviations that can arise in individual students scheduling relative to the norm. This
was managed carefully and thoughtfully on a case-by-case basis, but could lead to some apparent
anomalies in the random transcript audits.
1.CurriculumDescription
Table 5-1 presents a detailed overview of a representative course plan consistent with
UW degree requirements, Program Educational Objectives, and Program Outcomes.
Further supporting/clarifying tables, figures and discussion are presented later in this
section to augment the Table 5-1 data. The UW is a quarter-based institution, and so this
is the system used by the Program. Fundamentally, the program curriculum is most easily
understood in terms of five main components:
i. Pre-major courses taken primarily during the first two years of study. These courses
provide the foundational math, basic science, and engineering fundamentals in
preparation for upper division courses in the major. As discussed earlier, many of
Washington States engineering students take their first two years of study at a
community college, and so there is limited ability to introduce discipline-specific
requirements prior to the junior year.
ii. Required junior-level courses (numbered 3xx). These courses provide the ability to
apply knowledge of six technical areas appropriate to civil engineering
(transportation, construction, geotechnical, structural, hydraulics, and environmental)
to conduct civil engineering experiments and analyze and interpret the resulting data
(geotechnical, materials, and hydraulics); and to design a system, component, or
process in more than one civil engineering context (transportation, structures,
materials, and hydraulics). A subset of these courses also provides additional basic
science beyond the prerequisite chemistry and physics from the first two years. In
particular, significant components of CEE 350 (Environmental Engineering), CEE
366 (Geotechnical Engineering), and CEE 345 (Hydraulic Engineering) combine to
develop the ability to apply knowledge in limnology, microbial ecology, meteorology
and atmospheric science, geology, soils science, geography, and landscape ecology.
(See further discussion later).
iii. Required senior-level capstone sequence. This is a 2-quarter sequence starting with
CEE 440 (Professional Practice), which focuses on basic concepts in management,
63
iv.
v.
business, public policy, and leadership, and highlights the importance of professional
licensure. The second course in the sequence is one of the capstone designs
(structures/geotechnical, transportation/construction, environmental, or water
resources/hydraulic) intended to provide a major design experience while working on
interdisciplinary teams.
Senior technical electives providing more in-depth civil engineering and science
knowledge and civil engineering design experience. Students are required to select
four of these courses from an approved list of core courses in such a way as to
provide breadth, but there is also significant opportunity to develop some degree of
specialization according to student interest.
General education requirements in humanities, social sciences, and communication.
64
Table 5-1: Program of Study
Courses in the program by term starting with the first

term of the first year [1] and ending with the last term of
the final year [12]
Required,
Elective or a
Selected
Elective (R,
an E or an
SE)
Math &
Basic
Sciences
Subject Area
Engineering
Topics
General
Significant Education
Design ()
Other
Last Two
Quarters the
Course was
Offered: Quarter
(A, W, S) and
Year
Maximum
Enrollment
for the Last
Two Terms
the Course
was Offered
(Total,
L=Lab,
Q=Quiz)
Year 1, Autumn
[1] MATH 124 Calculus with Analytical Geometry I
W2013, S2013
120, 30Q
[1] CHEM 142 General Chemistry
W2013, S2013
338, 24L
[1] English Composition (selected from UW list)
Year 1, Winter
[2] MATH 125 Calculus with Analytical Geometry II
W2013, S2013
120, 30Q
W2013, S2013
327, 24L
W2012, W2013
138
[2] VLPA or I&S Elective
[2] CEE 100 (recommended)
SE
Year 1, Spring
[3] MATH 126 Calculus with Analytical Geometry III
W2013, S2013
160, 40Q
[3] PHYS 121 Mechanics
W2013, S2013
198, 22L
[3] ECON 200 Microeconomics
W2013, S2013
475, 50Q
Year 2, Autumn
[4] MATH 308 Linear Algebra
W2013, S2013
50
[4] PHYS 122 Elctro-Mag and Oscillations
W2013, S2013
201, 25Q
[4] AA 210 Statics
A2012, W2013
192
SE
4
4
VLPA = Visual Literary, and Performing Arts; I&S = Individuals and Societies
65
Year 2, Winter
[5] MATH 307 Differential Equations
W2013, S2013
50
[5] PHYS 123 Waves
W2013, S2013
201, 24L
[5] CEE 220 Mechanics of Materials
W2013, S2013
190, 34Q
[5] HCDE 231 Technical Writing
W2013, S2013
30
W2013, S2013
129
4
3
Year 2, Spring
[6] IND E 315 Prob & Stats for Engineers
[6] Engineering Fund. (from approved list)
SE
[6] ME 230 Dynamics
W2013, S2013
177, 55Q
[6] AMATH 301
SE
W2013, S2013
124
[7] CEE 306 Construction Engineering
A2010, A2011
126
[7] CEE 316 Surveying
A2010, A2011
127, 33L
[7] CEE 320 Transportation Engineering
A2011, S2012
56
[7] CEE 363 Construction Materials
A2011, S2012
56, 21L
[7] CEE 392 CEE Computing (MATLAB)
SE
A2010, A2011
61
[8] CEE 342 Fluid Mechanics
A2011, W2012
61, 11L
[8] CEE 350 Environmental Engineering
W2011, W2012
126
[8] CEE 379 Elem. Structures I
A2011, W2012
51
[8] CEE 391 Computer-Aided Design (AutoCAD)
W2012, S2012
62, 25L
W2012, S2012
53, 21L
S2011, S2012
127
W2012, S2012
53, 21L
W2012, S2012
50
Year 3, Autumn
Year 3, Winter
Year 3, Spring
[9] CEE 345 Hydraulic Engineering
[9] CEE 360 Sustainability
[9] CEE 366 Soil Mechanics
[9] CEE 380 Elem Structures II
Year 4, Autumn
66
[10] Technical Elective (core course)
SE
SE
[10] Technical Elective
SE
SE
[10] Upper Division Engineering & Science Elective
SE
[11] CEE 440
SE
SE
Year 4, Winter
W2012, W2013
124
S2012, S2013
48
[11] Additional electives

Year 4, Spring
R/SE
SE
[12] Technical Electives (selected from list)
SE
[12] Upper Division Engineering and Science Elective
SE
[12] CEE Capstone (441, 442, 444, or 445)
TOTALS-ABET BASIC-LEVEL REQUIREMENTS

OVERALL TOTAL
CREDIT HOURS FOR
COMPLETION OF THE
PROGRAM
PERCENT OF TOTAL
Total must
satisfy either
credit hours
or percentage
Minimum Quarter Credit Hours

Minimum Percentage
50
97
32
28%
54%
18%
1%
180
48 Credits
72 Credits
25%
37.50%
67
2.AlignmentwithProgramEducationalObjectives
The curricular structure described in the previous section is consistent with the PEOs as
follows:
i. It provides ample opportunities in each of the nominal four years of study to
ensure students can successfully apply fundamental mathematical, scientific, and
engineering principles in formulating and solving engineering problems.
ii. The junior and senior years in particular ensure that graduates will be prepared to
work competently in multiple core areas of civil engineering practice.
iii. The multiple opportunities for group work culminating in the capstone design
sequence lays the groundwork for graduates to work effectively and conduct
themselves ethically in the professional environment.
iv. The balance of fundamentals and practice in the curriculum ensures graduates will
be capable of furthering their education both formally and informally, and the
general experience of being instructed by research-active faculty can implicitly
inculcate graduates with the understanding of ongoing development and mastery
of new knowledge.
3.CurricularSupportforStudentOutcomes
The overview discussion presented in Section 5.1 above has already laid the groundwork
for understanding how the curriculum and its prerequisite structure support the attainment
of student outcomes. Tables 5A-1 and 5A-2 provide additional detail in this regard.
Table 5A-1 shows how the prerequisite and general education requirements map to the
fundamental a-k outcomes, indicating the role of the introductory and distribution courses
in the development of the target outcomes. Table 5A-2 similarly maps upper division
required courses to the fundamental outcomes. Additional senior-level engineering and
science electives are not included in either of these tables since they are not taken by all
students, but these further courses generally reinforce and deepen students abilities in
regards to outcomes a, c, e, i, and j. Similarly, these additional upper division technical
electives augment the addressing of the ASCE Program Criteria as discussed in
Section 5.1 above (l-o), with students obtaining further capabilities to apply knowledge in
multiple technical areas appropriate to civil engineering, to conduct civil engineering
experiments and analyze and interpret the resulting , to design systems, components, or
processes in more than one civil engineering, and/or to apply additional basic science
knowledge, depending on the combination of senior electives taken.
68
Table 5A-1: Mapping of Outcomes to Lower Division Requirements

Outcome
apply knowledge of
mathematics,
science, and
engineering
design and conduct

as to analyze and
interpret data
design a system,
component, or
process to meet
desired needs
identify, formulate,
and solve
engineering
problems
understanding of
professional and
ability to
communicate
effectively
understand the
impact of enginering
solutions in a global
and societal context
recognition of the
need for, and an
ability to engage in
life-long learning
knowledge of
contemporary issues
ability to use the

techniques, skills,
and modern
engineering tools
necessary for
MATH
124-308
PHYS
121-123
CHEM
142-152
Engr
Fundamentals
ECON
200
ENGL CompHCDE 231
VLPA,
I&S
69
Table 5A-2: Mapping of Outcomes to Upper Division Core Requirements

Junior'Core
Outcome
Capstone'Sequence
306 316 320 342 345 350 360 363 366 379 380 391 392
apply knowledge of
mathematics,
science, and
engineering
design and conduct

as to analyze and
interpret data
design a system,
component, or
process to meet
desired needs
and solve
engineering
problems
understanding of
professional and
ability to
communicate
effectively
understand the
recognition of the
need for, and an
life-long learning
knowledge of
contemporary issues
ability to use the

techniques, skills,
and modern
engineering tools
necessary for
44x
440
70
4.#Curriculum#Flowchart/Worksheet#
Figures 5A-3, 5A-4, and 5A-5 together provide a roadmap for navigating the program
curriculum in terms of prerequisites, sequencing, and requirements. Consistent with
earlier discussions in this section, Figure 5A-3 focuses on the pre-major and distribution
coursework requirements, while Figures 5A-4 and 5A-5 emphasize upper division
coursework (the sample schedule in Figure 5A-4 considers all four years). In general, the
basic prerequisite structure is relatively straightforward: completion of premajor courses
enables one to commence the junior year sequence, and completion of the junior year
enables one to take essentially any 400-level CEE course. There are additional coursespecific prerequisites that can arise in special cases (i.e., students who get out of
sequence), but for purposes of simplicity these are not included here. Generally, these
cases are managed in straightforward fashion in collaboration with faculty and staff
advising help.
Figure 5A-5 contains the 2012-13 list of 400-level Core Courses referred to in earlier
tables and discussions. These courses are intended to provide breadth consistent with
earlier proficiency-based Program Criteria, and students have been required to take four
courses selected from a disjoint set of these six areas.
71
PREREQUISITE AND GRADUATION REQUIREMENTS

Mathematics
24 cr Written Communication
12 cr
MATH 124 Calc/Analytic Geom I (5)
English Composition (5)
HCDE 231 Intro to Technical Writing (3)
MATH 125 Calc/Analytic Geom II (5)
CEE 363(W) Satisfied by major coursework (4)
MATH 126 Calc/Analytic Geom III (5)
MATH 307 Differential Equations (3)
Economics
Topic requirement
MATH 308 or 318 Matrix Algebra (3)
ECON 200 or 201 (5) or IND E 250 (4)
Statistics: IND E 315* (3) (preferred)
or STAT 390 (4) (See note below in Engi(ECON 200 or 201 concurrently satisfies I&S
credits. IND E 250 concurrently satisfies
neering Fundamental)
Engineering Fundamentals elective.)
Physics
15 cr
PHYS 121 Mechanics (5)
Individuals & Society (I&S)
10 cr
PHYS 122 Elect-Mag & Osc (5)
I&S electives selected from University list.
PHYS 123 Waves (5)
10 cr
10 cr Visual, Literary, Perf Arts (VLPA)
VLPA electives selected from University list.
(ME 123 satisfies VLPA as well as Engineering Fundamentals elective.)
Engineering Fundamentals
19 cr
AMATH 301 Beg Scientific Computing (4)
Additional VLPA or I&S
4 cr
or CSE 142 Computer Programming I (4)
AA 210 Statics (4)
General Electives
CEE 220 Mechanics of Materials (4)
To bring the balance of credits up to the miniME 230 Kinematics & Dynamics (4)
mum 180 credits required for a bachelors deOne course from: ME 123, MSE 170, EE 215, gree.
IND E 250, AA 260, IND E 280.
Chemistry
CHEM 142 General Chemistry (5)
CHEM 152 General Chemistry (5)
*IND E 315 (Statistics & Probability for

Engineers) - Students may take IND E 315 as
an Engineering Fundamentals elective and
apply any non-statistics, non-teaching 300-level
MATH course to count towards the required 24
total credits of Math. IND E 315 may not be
used to satisfy both Mathematics and Engineering Fundamentals requirements.
NOTES:
Prerequisite courses required for admission to
the major.
" IND E 315 may be counted as either a Math
class or Engineering Fundamentals, but not
both.
" The BSCE degree does not have a foreign
language graduation requirement.
HCDE 231 will no longer be offered at the
UW effective autumn 2012. BSCE program
changes may be announced later.
Figure 5A-3: Prerequisite and graduation requirement summary (excerpted from Student
Advising Guide)
72
Degree Requirements and Sample Schedule

UPPER-DIVISION COUREWORK
SAMPLE 4-YEAR PLAN

Sample Freshman Year
CEE juniors typically take the 300-level CEE courses in

one year, assigned to Track I or II. The senior year allows students flexibility to explore areas of their interest
in greater depth by selecting core courses for the Technical Electives and choice of electives for Upper-Division
Engineering and Science requirements. (See 400-level
CEE course descriptions, page 19.) Faculty mentors will
assist students in selecting 400-level CEE courses which
will be appropriate for the students academic and professional goals. (See Senior Year Planning page 8,
and Academic Timeline page 32.) All students take
CEE 440 Professional Practice in winter quarter and the
capstone design course in the area of their interest in
spring quarter.
CEE Junior Year
45 cr
CEE 306 Construction Engr (3)
CEE 316 Surveying (4)
CEE 320 Transportation Engr (3)
CEE 342 Fluid Mechanics (4)
CEE 345 Hydraulic Engr (4)
CEE 350 Environmental Engr (4)
CEE 360 Sustainability in Engineering (3)
CEE 363 Construction Materials (4)
CEE 366 Basic Soil Mechanics (4)
CEE 379 Elem. Structures I (4)
CEE 380 Elem Structures II (4)
CEE 391 Autocad (3)
CEE 392 Basic CE Computing/MatLab (1), or
AMATH 301 Beg Scientific Computing (4)
CEE Senior Year) Courses:
Autumn
Winter
MATH 124
MATH 125
MATH 126
CHEM 142
CHEM 152
PHYS 121
ENGL Comp
VLPA or I&S
ECON 200
CEE 100
Total
Technical Electives
15 cr
Students must take at least one core course from four
of the six different areas as listed in the Technical
Electives Core Courses list (see page 8), plus any additional CEE 400-level courses not used elsewhere.
(Minimum. 2.0 grade is required for each course used
to satisfy a core course requirement.)
Upper-Division Engineering and Science
9 cr
Any additional 400-level CEE courses and approved
courses from outside the department. See UpperDivision Engineering and Science Electives course list
(available on CE Web site).
15
Total
16
Total
15
Sample Sophomore Year

Autumn
Winter
Spring
MATH 308
MATH 307
IND E 315
PHY 122
PHYS 123
Engr Fund
AA 210
CEE 220
ME 230
HCDE 231
AMATH 301
16
Total
15
VLPA or I&S
Total
Total
4
15
Sample CEE Junior Year (Students take Track I or II)

Autumn
Winter
Spring
Track I
CEE 306
CEE 342
CEE 345
CEE 316
CEE 350
CEE 360
CEE 320
CEE 379
CEE 366
CEE 363
CEE 391
CEE 380
CEE 392
Total
Professional Practice and Capstone

6 cr
CEE 440 Professional Practice (2)
Capstone Design Course (4) (Minimum. 2.0 grade
required.) Choose one:
CEE 441 Transportation & Construction Capstone
CEE 442 Structural Geotechnical Capstone
CEE 444 Water Resources/Hydraulics Capstone
CEE 445 Environmental Engineering Capstone
Spring
15
Total
15
Total
15
Track II
CEE 306
CEE 345
CEE 320
CEE 316
CEE 350
CEE 360
CEE 342
CEE 366
CEE 363
CEE 379
CEE 380
CEE 391
CEE 392
Total
16
Total
16
Total
13
Sample CEE Senior Year

Autumn
Winter
Spring
Tech Elec
CEE 440
Tech Elec
Tech Elec
Tech Elec
Tech Elec
UD Elective
UD Elective
UD Elective
VLPA or I&S
Electives
Electives
Capstone
Additional credits as desired or needed
Figure 5A-4: Sample curriculum indicating flow through program (excerpted from Student
Advising Guide)
73
TECHNICAL ELECTIVES: CORE COURSES LIST
ives
requirements, students must
one course from
n on
ves
List). These four
must be completed
m grade of 2.0.
The additional fifth course may

400-level CEE course.
The minimum grade for this fifth
ing
Upper-Division
Elecmay take any 400
urse and/or approved courses from outside
departments. For list of preapproved outside-department
courses, see list available on the
ebmay also submit
e Undergraduate
Committee to have a course not
e considered as
an Upper-Division Engineering
Elective. For more
nformation, see page 24.
Construction Core
CEE 404 Infrastructure Construction (4)
CEE 421 Pavement Design (3)
CEE 425 Reinforced Concrete Construction (3)
Transportation Core
CEE 410 Traffic Engr Fundamentals (3)
CEE 412 Trans Data Mgmt (3)
CEE 416 Urban Trans Planning Design (3)
Geotechnical Core
CEE 436 Foundation Design (3)
CEE 437 Engineering Geology (3)
Structural core
CEE 451 Design of Metal Structures (3)
CEE 452 Design Reinforced Concrete Structures (3)
CEE 453 Prestressed Concrete Design (3)
CEE 454 Design Timber Structures (3)
CEE 455 Structural Unit Masonry (3)
CEE 457 Advanced Structures I (3)
Water Core
CEE 474
CEE 475
CEE 476
CEE 477
Hydraulics of Sediment Transp (3)

Analysis Techniques for Groundwater Flow (3)
Physical Hydrology (3)
Open-Channel Engr (3)
Environmental Core
CEE 462 Applied Limnology and Pollutant Effects on
Freshwater (3) NW
CEE 480 Air-Quality Modeling (3)
CEE 481 Hydraulic Design for Env'l Engr (3)
CEE 482 Wastewater Treatment & Reuse (3)
CEE 483 Drinking Water Treatment (3)
CEE 484 Decentralized & On-Site Wastewater Mgmt &
Reuse (3)
CEE 490 Air-Pollution Control (4)
Figure 5A-5: Senior-Level Technical Elective Core Courses
5.#Curricular#Requirements#
As is evident from the sums at the bottom of Table 5-1, the curriculum meets the subject
area requirements according to the general criteria for Math & Basic Sciences (50 quarter
credits vs 48 required, and/or 28% of total vs 25% required), and Engineering Topics (97
credits vs 72 required, and/or 54% of total vs 32% required). Similarly, General
Education credits meet University of Washington requirements of at least 10 credits each
74
of Visual, Literary, and Performing Arts (VLPA) and Individuals and Societies (I&S),
with a total of 24 VLPA/I&S credits, plus 5 credits of English composition (29 total).
With respect to ASCE Program Criteria, math and science requirements ensure an ability
to apply knowledge in mathematics through differential equations, calculus-based
physics, and chemistry, and additional basic science is provided during the junior year
curriculum as discussed in Section 5.1 above. It should be noted in this regard that we
have on our faculty a number of environmental scientists in addition to our primary
cohort of engineers, and so the science content in these courses is driven by scientists.
6.#Major#Design#Experience#
The two-course capstone sequence described above provides a major design experience
for all our students. The final spring quarter project, in particular, is based on previous
coursework and involves full consideration of real design problems involving systemlevel complexity and interacting constraints. Each instructor has leeway in regards to
exactly how they structure the experience, but students work in teams typically with a
combination of faculty and practicing engineers serving in an advisory role. The projects
culminate with both written and oral reports, and representative samples of such reports
will be made available during the site visit.
7.#Cooperative#Education#
Students may enroll in cooperative education through the College of Engineering Co-op
Program and receive credits under ENGR 321. The Engineering Co-op office
administers the program in coordination with employer supervisors. (More information
about Engineering Co-op is available on the web at
http://www.engr.washington.edu/curr_students/coop/index.html.) The CEE Department
historically has not allowed co-op credits, preferring instead to have students complete
upper-division CEE courses and approved courses from outside departments to satisfy
degree requirements. With the curriculum revision of 2012, the faculty voted to allow up
to 4 credits of engineering co-op credits (ENGR 321) to count towards Upper-Division
Engineering and Science requirement when the cooperative experience is reviewed by
CEE faculty and approved as providing meaningful and relevant engineering-related
work experience. To be eligible, students must formally enroll in ENGR 321 and meet
all the requirements of the Engineering Co-op Program. Working with an employer
supervisor, the Co-op Office documents the Co-op arrangement and forwards the
paperwork to the CEE Department for faculty review. If approved, the course is applied
to the Upper-Division Engineering and Science (UD) requirement.
Prior to the curriculum change (around. 2010-2012) several CEE majors petitioned the
CEE Department to have their full-time 6-month internships with Traylor Brothers, a
company working on the light rail tunnel project near Husky Stadium, to be counted
towards their Upper-Division Engineering & Science requirements. The Undergraduate
Committee approved, which led the way for the curricular change to allow facultyapproved Co-op credits. Aside from these few students, there should be no 2013
75
graduates who have had ENGR 321 counted towards their degree at this time.
8.#Site#Visit#Review#Materials#
We will have available a full set of course syllabi, textbooks (as applicable), course
materials, and sample assignments for review during the site visit. Given the prevalence
of online materials for most courses, we intend to combine hard copy and online
materials to make the review process as convenient, representative, and accurate as we
can.
B.#Course#Syllabi#
Appendix A contains syllabi for courses used to satisfy the mathematics, science, and
discipline-specific requirements required by Criterion 5 or any applicable program criteria.
For convenience the syllabi are separated into pre-major and departmental sections.
76
CRITERION#6.#FACULTY##
A.#Faculty#Qualifications#
The Program faculty is composed of approximately 31 FTE tenure-track positions, with a
number of partial and joint appointments and research faculty. Altogether this results in a
total headcount of about 40 (not including emeritus faculty). The core teaching faculty
generally numbers around 30 in any given year (accounting for sabbaticals and ongoing
retirements and hiring), with a relatively even distribution among the three broad areas in the
Department: Transportation and Construction; Structures and Geotechnical Engineering; and
Environmental and Water Resources Engineering and Science. Combined with an ability to
draw on experienced local professionals who have long participated in instructional roles, we
have no problem covering the curricular areas of the program. In recent years we generally
have had excessive student demand beyond our capacity to accommodate it. This has been
managed by competitive admissions (a decades-old practice here), but the capacity-demand
ratios are such that growth in capacity has become an important issue for our department and
the college.
The credentials of the faculty are outstanding. Our current national ranking is 16 (among
similarly sized public institutions we are in the top 5), and this is largely a reflection of the
national and international stature of the faculty. We have two members of the NAE, several
early career award winners, and two holders of UW Distinguished Teaching Awards,
indicating our focus on excellence in both teaching and research. A number of our faculty are
authors of widely used textbooks in their respective disciplines, and thus have had significant
educational impact beyond the UWs boundaries.
We have been actively hiring in recent years, largely driven by retirements, and the quality of
the new faculty members being hired has maintained our tradition of excellence. All 12 of
our promotion cases have been successful in the past 4 years indicating both good hiring and
good mentoring. It is also worth noting that for the majority of our recent hires, the
successful candidates have all had substantial professional and/or academic experience.
B.#Faculty#Workload#
Table 6-2 contains our Faculty Workload Summary. Fulltime UW faculty are nominally
given 9-month appointments with an expected workload partitioning during the academic
year (September 16-June 15) of 40% instruction, 40% research, and 20% service. Within our
department the nominal full-time teaching load is 3 courses per year (i.e., one course per
quarter). Service and research expectations are relatively flexible, with peer-based annual
merit review providing the main mechanism for activity reporting and justification.
Fundamentally, faculty members need to account for their research and service activities and
productivity in a way suitable to maintain the support of their colleagues. Given a general
77
culture of respect and excellence, this is a relatively effective means for driving high levels of
productivity.
C.#Faculty#Size#
As overviewed in Section 6A above, the size of the Program faculty is completely adequate
to meet the curricular demands of the program, but there is definitely room for growth in
terms of meeting additional student demand. Unlike some institutions, the UW College of
Engineering controls admission numbers so that program quality does not suffer due to overenrollment, so from an internal operations point of view we are essentially guaranteed to be
right-sized in terms of being able to serve students and meet institutional and professional
needs. From an external point of view this masks the issue of qualified students not being
able to pursue their chosen major, but this is a political issue (which we are working on)
rather an accreditation matter.
Given the general budgetary challenges growing out of the recent recession, and given a
number of other opportunities and challenges, the Department has been making a number of
changes to its operations in recent years. In general, we have been seeking efficiencies across
the board, and looking for opportunities to increase our engagement with the local
professional community (according to the Bureau of Labor and Statistics the Seattle-Bellevue
area is the number 4 metropolitan area in the US in regards to the number of practicing civil
engineers). This includes engaging outside instructors in a number of contexts, from guest
lectures and capstone mentoring to full course instructional responsibility.
As described earlier in Section 1, student advising by faculty used to be highly structured,
with each student being required to obtain periodic signatures for course plans during
intensive advising weeks. Essentially, many other activities were shut down during the period
that students sought individual appointments with their assigned faculty advisors, and
students unable to make appointments had to scramble to get their signatures. Given that: (a)
students only spend two years in the department; (b) the junior year has long been 100% predetermined; and (c) the vast majority of curricular advice given to students approaching their
senior year is essentially the same for students with similar interests, a more streamlined
means for getting basic advising information to students was instituted around 2008. This
system is straightforward: a series of faculty-led advising sessions (with the Undergraduate
Adviser present, as well) are held periodically focusing on senior-level course planning
and/or post-graduate planning (generally with an emphasis on graduate school
considerations: why or why not get an advanced degree; when to do it; how to apply, etc.).
The senior-level planning sessions generally emphasize particular areas of civil engineering
(e.g., sessions for students interested in structural engineering, or construction, or
environmental, etc.), and have multiple faculty members from the area in question in
attendance. The post-graduation sessions typically are led by faculty members from multiple
sub-disciplines.
This advising approach has worked well in regards to effective and efficient communication,
with a small number of larger meetings taking the place of numerous one-on-one meetings,
and with student questions being answered in a way that benefits more than just the one
78
person asking the question. However, there has been growing realization that also there has
been a net loss of contact and connection between faculty members and students. There also
have been the ongoing moves to admit more students earlier into the program as described in
the Criterion 1 section, and so there is increasing need (and opportunity) to develop more
direct faculty/student interactions outside the classroom.
D.#Professional#Development#
Professional development opportunities can be categorized according to the main
responsibilities assigned to faculty (teaching, research, and service) and the various
hierarchies of organizations and units in which faculty activities take place. Table 6D-1
presents a (non-comprehensive) set of faculty development support activities and resources
available to department faculty.
Table 6D-1: Professional Development Opportunities
Organization
Department
Teaching/Mentoring
Research
Service/Leadership
Mentor committee
Informal mentoring
Seminars
Peer teaching evaluations
Student course
evaluations
Visiting faculty/scholars
Mentor committee
Informal mentoring
Seminars
Visiting
faculty/scholars
Informal mentoring
Department
committee service
Center for Learning and

Teaching (CELT)
Sabbatical leave
Seminars
Sabbatical leave
College council
Teaching Academy
Workshops (includes
Program for New Faculty)
UW ADVANCE
Workshops
Educational technology
training
Center For
Commercialization
(C4C)
Environmental
Health and Safety
training
UW ADVANCE
Workshops
Office of Minority
Affairs
Faculty Senate
NSF workshops
NAE workshops
NSF workshops
Review panel
participation
ASEE conferences
Educationally-oriented
sessions at disciplinary
conferences
Research
conferences
Technical
committee
participation
College
University
Agencies
Profession
79
It is clear from this table that there are rich and varied opportunities for professional
development available for faculty in all aspects of their work, and these are all examples of
things commonly participated in by UW CEE faculty. Brief explanations of the items in the
table are outlined below:
Mentor Committee: each faculty member below the rank of Professor is assigned a
formal mentor committee, which provides ongoing advice, evaluation, and interaction
in regards to career development and academic progress.
Informal Mentoring: the department culture assumes that faculty will help one
another in career development, transferring experience, knowledge, and networking.
Seminars: each year there is a steady stream of outside (local, national, and
international) speakers from both academia and industry making technical (and
nontechnical) presentations in the Department and/or in other Departments.
Peer Teaching Evaluation: the Department has a formal system whereby teaching is
peer reviewed on a regular basis (frequency depends on rank). These assessments are
generally formative in nature.
Student Course Evaluations: virtually all department courses undergo student
evaluation every time they are offered using the UWs Office of Educational
Assessment (OEA) forms and procedures. This provides consistent feedback to
faculty regarding student response to their instruction.
Visiting Faculty/Scholars: each year we have numerous visiting faculty/scholars on
leave from their own institutions, and this provides broader perspectives beyond that
of ones own institution, technologies, and culture.
Department Committee Service/College Councils/Faculty Senate/Technical
Committees: development of leadership and management skills begins by
participation at the local level, evolving to include college-wide, institution-wide, and
national/international activities. The department culture encourages shared
participation consistent with the UWs overall shared governance model.
Sabbatical Leave: available to all tenure track faculty on a seven-year basis (via
competitive application), provides the opportunity for focused development in
teaching and research, often with time spent at another institution.
Center for Engineering Teaching and Learning (CELT): a combined research/training
organization within the College of Engineering that has a suite of services available to
aid instructional development.
Teaching Academy Workshops: The UW Teaching Academy consists of
Distinguished Teaching Awardees (4-6 such awards are given out each year), and
there a number of programs and workshops they put on to enhance campus
instruction. This includes the Program for New Faculty described earlier.
UW ADVANCE Workshops: Across the academic career span from pre-tenured
faculty to department chairs and beyond, UW ADVANCE offers a variety of
leadership and professional development workshops and events to address equity and
promotion, strategic planning, and best practices in academia. Originally an NSFfunded effort, ADVANCE is currently supported through a combination of internal
and external funding.
80
Educational Technology Training: the UW has extensive infrastructure and support

for developing and implementing educational technology, including courses and oneon-one help for both novice and advanced users.
Center For Commercialization (C4C): this campus unit is responsible for technology
transfer and licensing, but it also provides training for students and faculty to
understand commercialization.
Environmental Health and Safety (EHS) Training: EHS is charged with ensuring all
UW people work in safe and healthy environments, and this includes training in all
aspects of working on campus, from lab safety to asbestos recognition.
Office of Minority Affairs (OMA): provides extensive support for underrepresented
minority faculty and the special career-development challenges they face.
Agency/Professional Conferences and Workshops: provide excellent opportunities for
professional networking, technical advancement, and interchange of ideas.
In order for these opportunities to be effective they must be communicated so faculty know
they are available, time must be made available to allow participation, and in some instances
travel and participant costs must be covered. In regards to communication, the Department
and College have a robust e-mail and calendar system for disseminating announcements
regarding both internal and external opportunities and events. Similarly, external agencies
and professional societies have effective means for marketing their meetings, workshops, and
conferences.
Faculty members have relatively few formal constraints on their time beyond course
schedules (typically 3-4 hours/week) and a few regular faculty/committee meetings each
month. It is thus relatively simple for faculty to participate in any particular development
activity from a scheduling point of view.
With respect to participation costs, new faculty members are provided start-up packages that
include substantial support for travel and conference fees. The expectation is that most travel
and conference participation after the first several years will be funded by research dollars
(direct and indirect). There are limited departmental funds that can be requested in special
circumstances for these purposes.
There is also more general institutional funding and support underlying the campus
organizations/units and activities listed above.
E.#Authority#and#Responsibility#of#Faculty#
The University of Washington operates under a system of shared governance between faculty
and the administration, and this overall system permeates the decision-making processes and
policies across the institution. In particular, at the department level the faculty is primarily in
control of and responsible for all curricular and academic affairs. This ranges from
81
determining who should be hired into faculty positions to deciding which courses will be
required within the curriculum. The normal process for these kinds of decisions involves
committees bringing recommendations to the larger faculty for deliberation and approval.
The development and implementation of the assessment, evaluation, and continuing
improvement of the program is thus first and foremost a faculty responsibility. Leadership for
these activities has traditionally resided with the Undergraduate Education Committee, and
broader faculty participation has generally been in the roles of voters/approvers, data
suppliers, and outcomes reviewers.
CEE has a representative on the College-level committee that helps coordinate accreditation
activities across the College of Engineering. This coordination includes identification of best
practices, sharing of central data, bringing outside experts to provide input, and ensuring
communication concerning basic logistics, procedures, and deadlines.
Program Educational Objectives and overall program directions (grad and undergrad,
research and instruction) are also driven at the local faculty level, with some degree of
approval oversight at the College level. The Provost, Dean, and Chair can lead via
collaboration and incentives, but ultimately program directions are largely controlled locally,
with bottom-up authority being the norm.
Shared governance requires clear guidelines and policies, and the University of Washington
Faculty Code provides the framework for the academic operations of the campus. The
Faculty Code is a four-part, comprehensive set of definitions, policies, and procedures
governing all aspects of academic roles, rules, and responsibilities. This is a public document
available in its entirety online at the following link:
http://www.washington.edu/admin/rules/policies/FCG/FCGTOC.html
82
Table 6-1. Faculty Qualifications

Civil Engineering
30
29
21
Engineering
Syndicate - Egypt
Arduino, Pedro
Ph.D., Civil
Engineering, 1996
FT
16
16
Avery, Ryan
Ph.D., Civil
Engineering, 2008
AST
NTT
PT
Bassok, Alon
Ph.D., Urban
Design and
Planning, 2009
Benjamin, Mark
Ph.D., Civil
Engineering, 1978
Argentina
P.E. (WA)
Consulting/summer
work in industry
Professional Registration/
Certification
PT
H, M, or L
Professional
Development
This Institution
NTT
Level of Activity4
Professional
Organizations
Teaching
AST
Ahmed, Kamal
Govt./Ind. Practice
FT or PT3
Ph.D., Civil &

Environmental
Engineering, 1999
Faculty Name
Highest Degree
Earned- Field
and Year
Rank 1
Type of Academic
Appointment2
T, TT, NTT
Years of
Experience
N/A
AST
NTT
PT
10
10
FT
35
35
N/A
83
Berman, Jeffery
Ph.D., Civil
Engineering, 2006
Boyle, Linda
Ph.D., Civil and

Environmental
Engineering, 1998
ASC
FT
11
12
Brett, Michael
Ph.D., Limnology,
1990
FT
16
16
Chang, Kevin
Ph.D., Civil
Engineering, 2005
NTT
PT
15
Chen, Qiuzi (Cynthia)
Ph.D., (2001)
ASC
FT
10
Davidson, Seana
Ph.D., Marine
Biology, 1999
AST
NTT
FT
20
15
13
Dodd, Michael
Ph.D., Civil
Engineering, 2008
AST
TT
FT
Eberhard, Marc
Ph.D., Civil
Engineering, 1989
PT
24
24
Goodchild, Anne
Ph.D., Civil
&Environmental
Engineering, 2005
*On Sabbatical 2012-2013
ASC
FT
EIT
N/A
E.I.T (WA)
N/A
WA, CA
N/A
N/A
GA (EIT)
CA (EIT)
N/A
ASC.
FT
84
Gough, Heidi
Horner-Devine, Alexander
*On Sabbatical
Istanbulluoglu, Erkan
Ph.D.,
Environmental
Engineering, 2004
Ph.D., Civil and
Environmental
Engineering, 2003
P.E. (IL)
AST
NTT
FT
N/A
ASC
FT
N/A
Ph.D., Civil and

Environmental
Engineering, 2003
AST
TT
FT
Janssen, Donald
Ph.D., Civil
Engineering, 1985
ASC
FT
22
22
Jessup, Andrew T.
Ph.D.,
Oceanography /
Oceanographic
Engineering, 1990
Korshin, Gregory
Ph.D., Physical
Chemistry, 1984
Kramer, Steven
Ph.D., Civil
Engineering, 1985
Larson, Timothy
Ph.D., Civil
Engineering, 1976
N/A
N/A
PT
21
21
FT
13
13
FT
29
29
FT
30
30
N/A
CA
N/A
85
Lehman, Dawn
Ph.D., Civil and

Environmental,
1998
N/A
ASC
PT
15
15
Lettenmaier, Dennis
Ph.D., Civil
Engineering, 1975
NTT
FT
15
35
35
Lowes, Laura
Ph.D., Civil
Engineering, 1999
ASC
FT
13
13
Lundquist, Jessica
Ph.D.,
Oceanography,
2004
ASC
FT
11
Ph.D., Civil
Engineering, 1997
ASC
NTT
FT
16
10
Ph.D., Civil
Engineering, 1979
FT
35
35
Mccormack, Edward
Ph.D., Geography,
1995
AST
NTT
PT
Miller, Gregory
Ph.D., Civil
Engineering ,1983
FT
29
29
Motley, Michael
Ph.D., Civil and

Environmental
Engineering, 2011
Mackenzie Helnwein, Peter

*On leave w/ USAF
Mahoney, Joe Paul
N/A
N/A
Member of AGU
and AMS
N/A
E.I.T. (TX)
P.P. (TX)
N/A
N/A
E.I.T. (SC)
AST
TT
FT
86
Muench, Stephen
Neumann, Rebecca
Ph.D., Civil &

Environmental
Engineering, 2004
P.E. (WA)
ASC
FT
10
N/A
Ph.D.,
Environmental
Engineering, 2010
AST
TT
FT
Reed, Dorothy
Ph.D., Civil
Engineering, 1980
FT
30
30
Roeder, Charles
Ph.D., Civil
Engineering, 1977
P.E., (WA)
Professional
Engineer (CO)
P
FT
36
36
Civil Engineer
(WA)
Rutherford, G. Scott
Ph.D., Civil
Engineering, 1974
Sprague, Tyler
Ph.D., Built
Environments,
2013
Stahl, David
Stanton, John
NTT
PT
10
33
32
P.E. DC
P.E., LEED AP
AST
TT
FT
N/A
Ph.D.,
Microbiology,
1978
FT
13
13
Ph.D., Civil
Engineering, 1979
FT
35
35
WA
87
Stensel, H. David
Strand, Stuart
Tawresey, John
Thomson, James
Wang, Yinhai
Ph.D.,
Environmental
Engineering, 1971
PhD,
Environmental
Engineering, 1982
M.S., Theoretical
and Applied
Mechanics, 1968,
1978
PhD, applied
ocean physics and
engineering, 2006
Ph.D.,
Transportation
Engineering, 1998
P.E. (PA)
P
FT
10
32
29
PE, expired in 1998

P
NTT
FT
31
P.E., S.E., (WA)

A
NTT
PT
45
30
30
American
Geophysical Union
AST
NTT
PT
8
US Coast Guard
Captains license
N/A
FT
15
10
88
Wartman, Joseph
PE in California
Ph.D., Civil and

Environmental
Engineering, 1999
ASC
FT
12
Instructions: Complete table for each member of the faculty in the program. Add additional rows or use additional sheets if
necessary. Updated information is to be provided at the time of the visit.
1. Code: P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other
2. Code: T = Tenured
TT = Tenure Track
NTT = Non Tenure Track
3. Code: FT = Full-time PT = Part-time
Appointment at the institution.
4. The level of activity (high, medium or low) should reflect an average over the year prior to the visit plus the two previous years.
89
Table 6-2. Faculty Workload Summary

UW Civil Engineering
Program Activity Distribution3
Faculty Member
(name)
Ahmed, Kamal
PT or
FT1
Term and Year

PT
Other4
Teaching
Research or
Scholarship
to the
Program5
100%
0%
0%
100%
Classes Taught (Course No./Credit Hrs.)

2
1. Construction Engr (CEE 307/5)
% of Time
Devoted
Aut 2012
2. Geosurveying (CEE 317/5)
Aut 2012
3. GIS for CIV Engrs (CEE 424/3)
Aut 2012, Sum 2013
4. Special Topics- Autocad (CEE 498/3)
Sum 2013
90
Arduino, Pedro
FT
1. Fndn Design (CEE 436/3)
40%
40%
20%
100%
100%
0%
0%
100%
40%
40%
20%
100%
Aut 2012
2. Seepage and Consol (CEE 521/3)
Aut 2012
3. Special Topics CEE Computational
Geomechanics (CEE 599/4)
Win 2013
4. CEE Seminars Geotechnical (CEE 500/1)
Spr 2013
5. Materials Modeling (CEE 503/3)
Sum 2013
Avery, Ryan
PT
1. Traffic Engr Fund (CEE 410/3)

Win 2013
Benjamin, Mark
FT
1. Environmental Engr (CEE 357/5)

Aut 2012
2. Aquatic Chemistry (CEE 543/4)
Aut 2012
91
Berman, Jeffery
FT
1. Intro Struct Design (CEE 377/5)
40%
40%
20%
100%
40%
40%
20%
100%
100%
0%
0%
100%
Aut 2012
2. CEE Seminars Structures/Geotech (CEE
500/1)
Aut 2012
3. Advanced Steel I (CEE 513/3)
Win 2013
4. Struct Analysis (CEE 456/5)
Spr 2013
Brett, Michael
FT
1. Environ Processes (CEE 250/3)

Aut 2012
2. Applied Limnology (CEE 462/3)
Win 2013
3. Lake/Watershed Mgmt (CEE 547/3)
Spr 2013
Chang, Kevin
PT
1. Special Topics- Geometric Design (CEE

498/4)
Spr 2013
92
Chen, Qiuzi
FT
1. Urban Tran Plg/Des (CEE 416/3)
40%
40%
20%
100%
40%
40%
20%
100%
22%
22%
11%
55%
40%
40%
20%
16.66%
Aut 2012
2. Urban Transort Plg (CEE 580/4)
Aut 2012
3. Transportation Engr (CEE 327/5)
Win 2013
4. Travel Demand Fcast (CEE 581/4)
Spr 2013
Dodd, Michael
FT
1. Drinking Wtr Trtmnt (CEE 483/3)

Aut 2012
2. Env Org Chem (CEE 545/4)
Win 2013
3. Adv Topics Env Eng (CEE 549/3)
Spr 2013
Eberhard, Marc
FT
1. Adv Reinf Concrete (CEE 511/3)

Aut 2012
2. CEE Seminars Structures (CEE 500/1)
Win 2013
Gough, Heidi
FT
1. Hazardous Wast Engr (CEE 488/3)

Spr 2013
93
Istanbulluoglu,
Erkan
FT
1. Physical Hydrology (CEE 476/3)
40%
40%
20%
100%
40%
40%
20%
100%
40%
40%
20%
33.33%
40%
40%
20%
100%
Aut 2012
2. Hydr Desing Env Eng (CEE 481/3)
Win 2013
3. Advanced Hydrology (CEE 574/3)
Spr 2013
Janssen, Donald
FT
1. Constr Materials (CEE 337/5)

Aut 2012
2. Cement Composites (CEE 428/2)
Aut 2012
3. Reinf Conc Const (CEE 425/3)
Spr 2013
Jessup, Andrew
FT
1. Open-Channel Engr (CEE 477/3)

Win 2013
Korshin, Gregory
FT
1. Environmental Engr (CEE 357/5)

Win 2013
2. Phy CHem Trt Proc (CEE 544/4)
Win 2013
3. Water Quality Mngmt (CEE 577/3)
Spr 2013
94
Kramer, Steven
FT
1. Shear Str Slop Stab (CEE 522/3)
40%
40%
20%
100%
40%
40%
20%
100%
40%
40%
20%
50%
Aut 2012
2. CEE Seminars Geothecnical (CEE 500/1)
Win 2013
3. Geotechnical Engr (CEE 367/5)
Spr 2013
4. Special Topics CEE Geotechnical
Earthquake Engineering (CEE 599/4)
Spr 2013
Larson, Timothy
FT
1. Energy Infra & Env (CEE 588/3)

Aut 2012
2. Air Qlty Modeling (CEE 480/3)
Win 2013
3. Air Poll Control (CEE 490/4)
Spr 2013
4. Air Resources Mgmt (CEE 557/3)
Spr 2013
Lehman, Dawn
FT
1. Struct Geo Capstone (CEE 442/4)

Spr 2013
95
Lettenmaier,
Dennis
FT
1. CEE Seminars Envir-Water Resource (CEE

500/1)
40%
40%
20%
8.33%
40%
40%
20%
100%
40%
40%
20%
100%
Aut 2012
2. CEE Seminars Environmental/Hydrology
(CEE 500/1)
Win 2013
3. CEE Seminars Environmental/Water
Resources (CEE 500/1)
Spr 2013
4. Special Topics CEE Precipitation (CEE
599/3)
Spr 2013
Lowes, Laura
FT
1. Adv Struct I (CEE 457/3)

Aut 2012
2. Nonlnr Anly Str Sys (CEE 506/3)
Spr 2013
Lundquist, Jessica
FT
1. Deterministic Sys (CEE 491/3)

Aut 2012
2. Snow Hydrology (CEE 573/3)
Win 2013
96
MackenzieHelnwein, Peter
FT
1. Intro Mech of Matls (CEE 220/4)
40%
40%
20%
15%
40%
40%
20%
100%
40%
40%
20%
90%
40%
40%
20%
100%
Sum 2013
2. Special Topics CEE Mathematical
Foundation of Continuum Mechanics (CEE
599/3)
Sum 2013
Mahoney, Joe Paul
FT
1. Pavmnt Dsgn (CEE 421/3)

Aut 2012
2. Constr Materials (CEE 337/5)
Spr 2013
Miller, Gregory
FT
1. Str Mechanics (CEE 501/6)

Aut 2012
2. Special Topics CEE Structural Mechanics
(CEE 599/4)
Aut 2012
Spr 2013
Motley, Michael
FT
1. Des Met Struc (CEE 451/3)

Aut 2012
2. Finite Elem Methods (CEE 504/3)
Win 2013
97
Muench, Stephen
FT
1. Special Topics Sustainable Roadway

Design, Constructions, & Assessment (CEE
498/3)
40%
40%
20%
100%
25%
25%
50%
100%
40%
40%
20%
100%
Aut 2012
2. Special Topics CEE Sustainable Roadway
Design & Construction (CEE 599/1-5)
Aut 2012
3. Constructions Engr (CEE 307/5)
Win 2013
4. Trans Const Capstone (CEE 441/4)
Spr 2013
Neumann,
Rebecca
FT
1. Special Topics- Transport and Fate of

Chemicals in the Environment (CEE 498/3)
Aut 2012
Reed, Dorothy
FT
1. Reliability & Desgn (CEE 518/3)

Aut 2012
Win 2013
3. Dsgn Timber Structs (CEE 454/3)
Win 2013
4. Wind Engr (CEE 517/3)
Win 2013
98
Roeder, Charles
1. Special Topics CEE Design of Bridges

(CEE 599/3)
40%
40%
20%
100%
40%
40%
20%
9.0%
40%
40%
20%
20%
40%
40%
20%
90%
Aut 2012
2. CEE Seminars Structures (CEE 500/1)
Spr 2013
3. Earthquake Engr I (CEE 515/3)
Spr 2013
Rutherford, G.
Scott
FT
1. Civ & Envir Engr (CEE 100/1)

Win 2013
2. Prof Prac Studio (CEE 440/2)
Win 2013
3. CEE Seminars Transportation (CEE 500/1)
Win 2013
Sprague, Tyler
PT
1. Des Reinf Concr Str (CEE 452/3)

Sum 2013
Stahl, David
FT
1. Micro Proc Fund (CEE 540/3)

Aut 2012
2. Special Topics- Microbiology of Earth and
Human Systems (CEE 498/3)
Win 2013
99
Stanton, John
FT
1. Des Reinf Concr Str (CEE 452/3)
40%
40%
20%
100%
40%
40%
20%
100%
100%
0%
0%
100%
40%
40%
20%
33.33%
Aut 2012
2. Prestressed Con Des (CEE 453/3)
Win 2013
3. Adv Structural Sys (CEE 512/3)
Spr 2013
Stensel, H. David
FT
1. On-Site Waste Mgmt (CEE 484/3)

Aut 2012
2. Bio Trt Syst (CEE 541/3)
Win 2013
3. Hydraulic Capstone (CEE 444/4)
Spr 2013
Env Eng Des Capstone (CEE 445/4)
Tawresey, John
PT
1. Struct Unit Masonry (CEE 455/3)

Spr 2013
Thomson, James
FT
1. Fluid Mechanics (CEE 347/5)

Win 2013
2. Special Topics CEE Wave-Current
interactions, with nonlinearity (CEE 599/3)
Spr 2013
100
Wang, Yinhai
FT
40%
40%
20%
100%
40%
40%
20%
100%
Aut 2012
Spr 2013
3. Transportation Engr (CEE 327/5)
Spr 2013
Wartman, Joseph
FT
1. Special Topics CEE Advanced Foundation

Engineering (CEE 599/4)
Win 2013
2. Special Topics- Geohazards (CEE 498/3)
Win 2013
3. Special Topics CEE Geological Engineering
& Rock Mechanics (CEE 599/4)
Spr 2013
1.
2.
3.
4.
5.
FT = Full Time Faculty or PT = Part Time Faculty, at the institution

For the academic year for which the self-study is being prepared.
Program activity distribution should be in percent of effort in the program and should total 100%.
Indicate sabbatical leave, etc., under "Other."
Out of the total time employed at the institution.
101
CRITERION7.FACILITIES
The Department of Civil and Environmental Engineering is housed primarily in More Hall, with
additional faculty offices and labs in Wilcox Hall, the Wilson Ceramic Lab, Harris Hydraulics
Lab, and the Ben Hall Building. There is a total of approximately 64,000 gross square feet
assigned to the program overall. The majority of the instruction occurs in More Hall, whose
second floor is dedicated primarily to classrooms. As part of a Research I university, the
Department has substantial lab and research space and facilities, and although much of this space
and these facilities are not formally allotted to undergraduate instruction, they are still very much
a part of the instructional infrastructure in a broad sense. The University of Washington also has
an excellent library system, including a separate Engineering Library as described in further
details below.
Because facilities were flagged as a concern in our most recent ABET report (2010), we have
been particularly intentional in making ongoing improvements. This has been challenging given
the recent financial climate for public institutions like the University of Washington, but we have
been successful in tapping diverse revenue streams to continue making progress in upgrading our
facilities across all categories as discussed below.
A.Offices,ClassroomsandLaboratories
1.Offices
CEE faculty, staff and supported graduate students (TAs, RAs, and fellowship holders)
are assigned office or desk space consistent with their positions and needs. Access to
communications infrastructure (phones, internet, etc.), copy machines, printers, and other
basic business equipment is provided in or around each persons office or desk, with
repairs and support generally supported centrally at the department level. There is an
online reservation system available for reserving conference rooms, laptops, and
projectors.
2.Classrooms
The University of Washington has numerous classrooms available for instruction and an
extensive support system operating under the designation of Classroom Support Services.
The majority of the Civil Engineering Program courses are assigned to More Hall
classrooms, but significant instruction happens in other buildings around campus, as well.
Virtually all classrooms provide built-in facilities for data projection, audio amplification,
and other media presentation, in addition to standard whiteboard/blackboard and
overhead projection facilities. Most classrooms are optimized for lecture presentations,
but many are suitable for other kinds of educational activities, as well, including group
work and student discussion.
Although More Hall is an aging building, classrooms have received periodic upgrades
throughout its life. Most recently (2008-09), More 230 was formed from a combination
of two smaller, less functional spaces, and another major lecture room, More 220, is
102
scheduled for renovation during the summer of 2013. We also are converting a former
small classroom (More 219) into a collaboration space for students. These classroom
renovations are being funded with department resources, with a total cost of
approximately $280K.
3.LaboratoryFacilities
The following subsections present summary overviews of the primary research and
instructional lab facilities available for program faculty and student use. Appendix C
provides a more focused list of equipment specifically used for undergraduate
instruction.
It is worth noting the following specific improvements that have been made in regards to
equipment and labs in recent years:
Completely new surveying equipment was purchased (Total Stations as

described in Appendix C) using accumulated lab fees (about $32K total cost).
Ongoing partial annual refreshes of the computer equipment in the student
computing lab resulting in essentially all new equipment since 2009 (about
$127K in total costs)). Funded via university-wide competition for student tech
fee funds.
Data-logging equipment purchased for the Geotechnical Lab. Funding shared
between local ASCE section and departmental discretionary funds (approximate
cost: $5K).
Instron testing machine added to undergraduate materials lab, funded with a
combination of College of Engineering and CEE revenues ($133K cost).
More Halls data networking hardware is currently being upgraded with an
expected completion date of July 2013. Funded by central UW IT group
(approximate cost: $600K)
Ongoing software purchases to support coursework for both junior and seniorlevel classes. Funded with a combination of departmental resources and course
fees. (typically $10-20K/year)
EnvironmentalSciencesandEngineeringResearchFacilities
The general More Hall Environmental Sciences and Engineering laboratories, consisting
of over 8,000 ft2, are well equipped to carry out basic molecular, microbial and
analytical testing. One-thousand square feet of this total is specifically dedicated to
instructional activities, and is available to students enrolled in the Civil and
Environmental Engineering program at all times. This dedicated instructional space is
outfitted with central compressed air, water, and natural gas lines, as well as a 15 ft2
fume hood, incubated shakers, a high-purity MilliQ water system, and a variety of
standard lab equipment and analytical tools (e.g., pH/DO/conductivity meters,
thermostatted water baths, analytical balances, UV/Vis spectrophotometer, ice chest).
The facility has 16 individualized bench work areas of roughly 10 ft2, each outfitted with
modern Intel-based Dell PC terminals running Windows XP and outfitted with MS
Office and a variety of scientific/engineering software (e.g., MATLAB, ArcView,
103
MINEQL, Visual MINTEQ, PHREEQC, etc.). The instructional lab is also equipped
with a teaching podium with Dell PC, whiteboard, and overhead projector for
demonstrations and general instructional purposes.
The general laboratory facilities are well-equipped with sophisticated research
instruments than can be utilized in support of undergraduate and graduate instructional
labs, including gas, liquid, and ion chromatographs; total organic carbon analyzers;
inductively-coupled plasma and electrospray/atmospheric chemical ionization mass
spectrometers; UV/Vis and fluorescence spectrophotometers, laser particle size and zeta
potential analyzers; and up-to-date instrumentation for conventional environmental
engineering analyses. Conventional microbiology equipment includes two autoclaves,
water purification systems (DI and 18), and natural gas supplies for Bunsen burners.
Molecular biology instrumentation in the More Hall environmental engineering
laboratories includes an Eppendorf Realplex 4S for rapid quantitative PCR, NanoDrop
ND-1000 for sensitive quantification of DNA (or RNA) extracts, a Bio101 cell disruptor
(bead beater) for DNA extraction, extensive incubator space, and cold storage (-20C
equipped for enzyme storage and -80C). The general labs are also equipped with
several walk-in controlled temperature areas for experimentation, as well as a variety of
standard limnological equipment, including a nutrient autoanalyzer, bench-top
incubators, and research microscopes.
GeotechnicalEngineeringLaboratory
The Geotechnical Engineering Laboratory contains the standard soil mechanics
laboratory testing equipment, including soil classification, permeability, consolidation,
direct shear, and triaxial testing devices. A new EZ-DAQ data acquisition system was
recently purchased with support from the local ASCE geotechnical group to automate
data collection in undergraduate courses. Specialized research equipment includes a
cuboidal shear (true triaxial) device, 250 mm on a side, with complete computer
control of stresses and deformations, as well as data acquisition and control, CKC cyclic
triaxial, and a SBEL (Stokoe) resonant column device. Together with the structures
group the geotechnical laboratory shares an earthquake simulator which can be
configured to support a 2x2x1.5 m soil bin for soil dynamics studies. The Quaternary
Research Center also offers modern laboratory facilities, including a 3 m by 5 m tilt slab
in a temperature-controlled room (+20deg. to -50deg.C) for model studies on frozen
soils.
HydraulicsResearch
The Harris Hydraulic Laboratory is a fully equipped laboratory for both teaching and
research in environmental fluid mechanics. The laboratory operates a number of
experimental facilities. The major research facilities are: a 2 m rotating table for
simulating the earths rotation in geophysical flows; an air-sea interaction facility
consisting of a high-speed wind tunnel and variable turbulence tank; a 17 m wave tank;
a 10 m wind-wave tank; a plume basin for studying density-stratified river plumes; and a
9 m tilting U-tube tank for studying sediment re-suspension by waves.
The instrumentation available for research includes a Planar Laser Induced Florescence
system for measuring two-dimensional density fields in stratified flows; a Particle Image
104
Velocimetry system for measuring velocity fields; a high-precision fluid density meter;
two Acoustic Doppler Velocimeters, and various other current meters, conductivity
probes and thermistors. The laboratory operates a number of computer systems. A
variety of mainframe computers on campus are directly accessible through a hard-line
network system in the laboratory. The laboratory is also used for undergraduate and
graduate instruction. The facilities available are fully utilized for demonstrations of the
basic principles of continuity, momentum, and energy in closed conduits and open
channels, diffusion and dispersion processes, wave mechanics, and similitudes. See
Appendix C for specific equipment used in support of instruction.
MaterialsLab
The Materials Laboratory associated with CEE 337 Construction Materials includes
hands-on testing of steel, aluminum, portland cement concrete (PCC), and bituminous
materials. The major emphasis is on PCC which includes student preparation of standard
specimens, curing, and compression or tension testing. The metals testing includes
commonly used types of steel and aluminum to develop stress-strain curves (and the
associated mechanical properties), fracture toughness, and hardness. The bituminous
tests, at a minimum, include density tests (bulk and theoretical maximum) on preprepared standard specimens. The tests that are conducted by the students include (1)
ASTM E23 Charpy V-Notch Test on steel and aluminum, (2) ASTM E18 Rockwell
Hardness Test on steel and aluminum specimens, (3) ASTM E8 Tension Testing of
Metallic Materials (Steel and Aluminum) with both the use of the Instron 600DX (semiautomated) and the Tinus-Olsen UTM (manually developed stress-strain curve), (4)
ASTM D1188 Asphalt Concrete Bulk Specific Gravity, (5) ASTM D2041 Asphalt
Concrete Maximum Specific Gravity, (6) ASTM C192 Making and Curing Concrete
Specimens, (7) ASTM C143 Slump Test, (8) ASTM C231 Fresh Concrete Air Content
by the Pressure Method, (9) ASTM C39 Concrete Compression Testing, (10) ASTM
C496 Concrete Split Tensile Strength, (11) ASTM C78 Concrete Flexural Strength.
StructuralResearchLaboratory
The Structural Research Laboratory contains a 2.4 million pound capacity Baldwin
universal hydraulic testing machine, together with two smaller Baldwin testing machines
of 300,000 and 120,000-lb capacities. A modern MTS Testing system includes 60 GPM
pumping capacity and numerous controllers and actuators of various sizes. The
laboratory also includes a strong floor, a reaction wall, and an earthquake simulator. A
wide range of electronic and mechanical equipment is available for the measurement of
load and response in structures. This includes fully computerized data acquisition and
processing systems.
105
B.InstructionalComputingLabs
DepartmentalComputingFacilities
The Department currently runs two computer labs:
More 001 Lab and Classroom (75 machines, 22" monitors, full software bundle)
More 320 Lab (16 machines, 17" monitors, reduced software bundle)
More 001 is the primary instructional lab, with More 320 serving as an occasionally
used overflow space for independent student work. The full software suite is updated
quarterly according to instructor and class needs. Table 7A-1 provides a listing of the
currently installed packages as of Spring Quarter 2013.
Lab opening hours are Mon - Fri, 6 a.m. - 11 p.m, and Sat - Sun, 8 a.m. - 5 p.m. More
Hall and labs are closed on holidays. All incoming CEE students are automatically
authorized to access the computer lab using their Husky Card.
Thanks to Student Technology Fee funding, all UW-Seattle students can download:
Windows 7 Ultimate Upgrade

Office Professional Plus 2010
Office 2011 for Mac
All institution-owned computers designated for a student's exclusive use, such as

classroom computers, student labs, and computers checked out to a student are also
covered by this agreement.
Table 7A-1: Computing Lab Installed Software

Software
Abaqus
Adobe Reader
ArcGIS Desktop
ArcView
Autodesk
AutoCAD
Civil 3D
Workflows
Bid2Win - available
Winter 2013
CutePDF Writer
dlgv32 Pro
Dr. Beam
Dr. Frame
EPANET
EPI Suite
Ghost Script
Version
Installed
6.11-2
11
10
3.3
Latest
Version
6.12
11
10.1
10
2013
2013
2013
5.0.3203
2013
2013
2013
7.0.4148
Laura Lowes
Laura Lowes
Laura Lowes
Steve Muench
3
13
1.2
3.0.2
2.0
4.10
8.6
3.6
13
1.2
3.0.2
2.0
4.10
9.02
PDF Creator
Tim Larson
Greg Miller
Greg Miller
Mark Benjamin
Michael Dodd
Peter Mackenzie
Comment
Jeff Berman
Reading PDF files
Kamal Ahmed
Kamal Ahmed
106
GS View
HCS+
Lakes Environmental
AERMOD
JRE
Mathematica
Matlab
Image Processing
Optimization
Signal Processing
Statistics
Symbolic Math
Microsoft Software
Microsoft Expression
Web
Microsoft Office
4.8
6.4
8.1
4.9
6.4
8.1
Peter Mackenzie
Yinhai Wang
Tim Larson
6u32
8
R2012a
""
""
""
""
""
7u17
8
R2012b
Java Runtime Environment
Yinhai Wang
2010
2010
Microsoft SQL Client

Tools
MINEQL+
MySQL CC
MySQL Server
OpenSees
Plaxis
Python
QuickTime
R Project
SAP2000
SPSS
Stella
SureTrak
Tcl/Tk
TransCAD
Trimble Software Suite
VISSIM
Visual MINTEQ
Weslea for Windows
WinSCP
Wolfpack
Western Washington
Hydrology Model
2008
2012
Access, Excel, Frontpage, Infopath,

Powerpoint, Project, Publisher, Word
Yinhai Wang
4.6
0.9.4b
4.1
2.3.2.2
7.2
2.6
7.6.8
2.15.2
15
15.0.1.1
8.1.4
3.0b
8.4.6
5.0
2.50.1
5.4
3.0
3.0
4.3
2
3
4.6
0.9.4
5.5
2.4
2012
3.3.0
7.7.3
2.15.3
15
21
10
3.0b
8.6
5.0
2.50.1
5.4
3.0
3.0
5.1.4
7.1.2
3
""
""
""
""
Gregory Korshin
Pedro Arduino
Pedro Arduino
Python language interpreter
QuickTime movie player
Cynthia Chen
Laura Lowes
Yinhai Wang
Alan Hamlet
Kamal Ahmed
Pedro Arduino
Cynthia Chen
Kamal Ahmed
Yinhai Wang
Mark Benjamin
Joe Mahoney
Secure FTP
Kamal Ahmed
Jessica Lundquist
CampusComputingResources
Campus computing resources are extensive, professionally managed, and provide an
excellent environment for education and research. The following summaries indicate the
main facilities and infrastructure available for student and faculty use.
107
DataNetwork
Internet connectivity, 10Mb, 100Mb, and 1000Gb technologies, is provided into every office
and laboratory in each of the College buildings (including residence halls). The Universitys
Information Technology(UW-IT) department provides centralized support for the campuswide Internet inter-building and intra-building backbone and the campus connections to the
Internet, Internet2 and vBNS national networks. By employing standard 100TX/1000TX
network technologies for distribution throughout each building and fiber optics service to
each building from one of several campus routing centers, UW-IT provides a robust and
reliable connection to the Internet for all College and campus computing resources.
The University-wide, centrally managed wireless service initiative has expanded wireless
access throughout all three UW campuses including: central 24x7 management and support
of the wireless network as an integral extension of the wired data network; a single point of
contact for customer service; consistent security and access controls; and ongoing
maintenance and operations support, including upgrades, for all three campuses.
CollegeInfrastructure
The College of Engineering provides common data storage, database, and web services for
COE central services, employing Intel-based Windows and UNIX/Linux systems supported
by COE Computing Services. A central web site, www.engr.washington.edu, provides a
portal to College resources, news and special events, and links to all College academic
departments and diversity/professional programs. A central Oracle database maintains links
to various campus data resources such as those from Planning & Budget, Admissions and
Capital and Space Planning offices and provides decision support applications (searches,
reports, etc) for use throughout the College.
The College of Engineering Computing Services staff includes one manager/director, 7 fulltime and 3 part-time technical staff that provide installation, configuration and maintenance
for all desktop computers and servers in the office of the Dean, selected academic
departments (Industrial Engineering, Materials Sciences and Engineering) and several
diversity/professional programs (CELT, CWD, and MESA). The Computing Services staff
also provides 2nd-tier support to technical personnel in many other College departments,
assisting with server installation/configuration, Internet security, network technology
upgrades, etc. Each department has one or more technical staff personnel providing
computing support for their faculty, staff, students and laboratories.
The Committee for Information and Technology Exchange (CITE) is a college-wide group of
computing support personnel. CITE meets quarterly to discuss a wide range of computing
and networking issues, announcements and future technologies. A mailing list also links all
CITE members and is used to distribute announcements, special offers (licenses, grants, etc)
and technical application notes.
The Computer Resource, Infrastructure and Strategic Planning (CRISP) process is
responsible for the distribution of computing supports funds to College departments and
programs and establishing priorities for technology initiatives in College facilities.
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CentralCampusComputingLaboratories
The University has computer laboratories established mainly in the Odegaard Undergraduate
Library.
Odegaard Learning Commons in the Odegaard Undergraduate Library (OUGL)
o http://www.washington.edu/lst/technology_spaces/computing_commons
o Hours of operation (during academic quarter): Sunday, 12 noon - Friday, 6 pm
Open 24 hours , Saturday 12 noon 6 pm
o Location: Odegaard Learning Commons
o General Access Workstations:
51 Dell 760 3.33 GHz Intel Core 2 Duo, 4 GB RAM, 120 GB HD, 19"
Dell 1905FP LCD Monitor, DVD Multi Recorder, DVD-ROM Drive
147 Dell 755 2.83 GHz Intel Core 2 Quad, 4 GB RAM, 150 GB HD, 19"
Dell 1905FP LCD Monitor, DVD Multi Recorder, DVD/CD-RW Combo
Drive
8 Dell 745 2.66 GHz Intel Core 2 Quad, 4 GB RAM, 120 GB HD, 19"
Dell 1905FP LCD Monitor, DVD Multi Recorder, DVD/CD-RW Combo
Drive
191 Apple 24 iMac workstations, 3.06 GHz Intel Core 2 Duo, 4 GB

RAM, 1 TB HD, 8x double-layer SuperDrive(DVD Multi Recorder)
Software list available upon request:
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o Video Editing workstations:
15 HP Z220, Dual-Monitor, Quad Core i7 3770 3.4 GHz, 8 GB RAM, 1

TB HD, Two 27" HP LED Monitors, DVD SuperMulti, Sony MiniDV
Deck, Additional video monitor for DV Deck, Canon CanonScan 440F
Scanner
19 Apple MacPro Dual-Monitor, Two 2.66 GHz Quad-Core Intel Xeons, 12

GB RAM, 160 GB HD, Two 20" Apple Cinema Displays, 18x Double-Layer
SuperDrive (DVD Multi Recorder), Canon CanoScan 4400F Scanner
Odegaard Undergraduate Library (OUGL) Collaboratories

o http://www.washington.edu/lst/technology_spaces/collaboration_studio
o The three Collaboration Studio and Collaboration Pods located in the 2nd floor of
OUGL facilitate in-person, interactive, small group projects or meetings. Group
members can collaborate on a large 42" plasma screen, visible to all group
members. Utilizing Steelcase Media:Scape Mini's, team members can easily and
quickly switch between up to four (4) laptops on the shared screen.
Center for Teaching, Learning, and Technology - Odegaard Undergraduate Library

(OUGL)
o The Center for Teaching, Learning and Technology is designed to provide walkin assistance to UW faculty, staff and students who have questions about
educational technology. Staff members are on hand to provide one-on-one
consultations to faculty, instructors and librarians who wish to implement
technology in their teaching. The center offers workshops and clinics including
the following topics: Image scanning, Web site development, PowerPoint
presentations, audio/video editing, and consulting, PDF file creation, and
multimedia consulting.
o 2nd floor, Odegaard Library
o Drop-in Hours: M-F, 12pm - 5pm
o By appointment: M-F, 9am - 5pm
Digital Presentation Studio Odegaard Undergraduate Library (OUGL)

o
http://www.washington.edu/lst/technology_spaces/digital_presentation_studio
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o The Digital Presentation Studio (DPS) is a space to practice presentations and

record those sessions for later review. The recorded presentations are saved in
your account as streaming video files.
o The DPS simulates the classroom environment with a laptop to use for the
presentation connected to a 52" plasma display, and a small area for an audience.
A mounted camera with a microphone records the presentation, and a simple
control starts and stops the recording. After stopping the recording, the presenter
immediately receives an email message containing a link to the streaming video
file. They are able to review the video online or from a mobile video player and
assess their presentation skills or make changes to the presentation.
o Location: Odegaard Undergraduate Library 334
o Hours: By Reservation only
Odegaard Videoconference Studio (OUGL)

o http://www.washington.edu/lst/technology_spaces/videoconference_studios
o UW-IT's Videoconferencing Services feature professional studio spaces and
support unlike anything else on the University of Washington, Seattle campus.
Meet face to face with people across the state or around the world without leaving
the University of Washington campus. Experience a more cost-effective, timeefficient, and environmentally-friendly alternative to traveling.
o Location: Odegaard Undergraduate Library, room 320
o Capacity: 16
o Hours: By reservation only
o Videoconference Technologies: Access Grid, Adobe Acrobat Connect Pro,
ConferenceXP, and
Polycom H.323 (IP) and H.320 (ISDN)
Odegaard Media Studio (OUGL)

o http://www.washington.edu/lst/technology_spaces/media_studios/ougl_media_stu
dio
o Hours of operation:
o Sunday, 12 noon - Friday, 6 pm Open 24 hours
o Saturday 12 noon 6 pm
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o Location: Odegaard Library, 2nd floor
Mary Gates Hall Media Studio

o http://www.washington.edu/lst/technology_spaces/media_studio
o Hours of operation : Monday to Friday: 9 am to 5 pm
o Location: Mary Gates Hall, room 066
Printing:
o Standard-size printing is provided by DawgPrints and is available from all UW-IT
workstations in the Learning Commons. All printing requires payment using a
Husky Card or a Dawg-Prints Card.
Virtual Desktop Access

o http://www.washington.edu/lst/vida/
o ViDA (Virtual Desktop Access) gives students 24/7 remote access to high-end
software normally available only in technology spaces on campus.
Internet connectivity
o Each workstation is connected to the campus network with a TCP/IP Ethernet
connection (1000baseT in Odegaard Undergraduate Library, 100baseT in Mary
Gates Hall.) The campus network then is connected to the rest of the Internet via
multiple DS3 circuits.
o Internet connectivity is provided into many campus classrooms, enabling
instructors and students to interact with course materials available through the
web and other sources. The College and many of the departments make computer
projection (LCD projectors and overhead displays) available for classroom use.
Specifically configured classrooms in EE/CSE and Sieg Hall include built-in
computer projection equipment and Internet connectivity
ClassroomSupportServices:
Classroom Support Services (CSS) provides comprehensive media support and services to
students, faculty and staff at the University of Washington. The department offers a full
range of audio and video expertise to the campus community while also working with
students, faculty and staff to enhance classrooms with new technologies for improved
information presentations and student learning outcomes.
SpaceScout:
This is an internet application available to run on a smart phone which enables students to
find study spots on campus.
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Tegrity Lecture Capture and Tegrity Manager:
Available to all UW students, faculty, and staff, Tegrity allows you to record any audio and
video, such as a lecture, and make it available to others. For instructors teaching an official
for-credit UW course, the facultys courses automatically appear in Tegrity, ready for lecture
capture, with no action required. Tegrity provides unlimited space for recordings and
requires minimal hardware.
Visualization:
The Health Sciences Academic Services and Facilities
(http://depts.washington.edu/hsasf/services.html) provides equipment, facilities and services
for making visualization products such as large-format color print images, still photography,
movies, computer animations and interactive graphical presentations in several formats. A
complete description of Center services, hours of operation and price list are available at the
HSASF web site.
Payment for Computing Services:
All UW students contribute quarterly to a Student Technology Fee
(http://techfee.washington.edu). Funds from this program are distributed annually, based on
proposal requests, to UW-IT, university departments and programs.
All registered students must create a personal UW NetID, enabling their access to generaluse-computing resources. None of the University computing labs or College computing labs
charge a fee for using the facilities or equipment. Per-page fees are charged for printed output
in the University facilities and pricing schedules are regularly updated at the UW web site.
C.Guidance
In order to ensure that students in the department receive adequate guidance prior to
operating tools and equipment, the department employs several different forms of training
and safety education. Depending on the laboratory area, a number of trainings are offered
multiples times throughout the academic year. Students are expected to adhere to posted
rules and procedures for each area. Access is also restricted for each laboratory area and for
equipment usage. In a few cases, testing and certification is required before students are
allowed to use certain heavy equipment.
The department also partners with Environmental Health and Safety (EH&S) for several
required trainings in a few of the departments laboratories. For example required trainings
such as Managing Laboratory Chemicals and Asbestos Awareness are offered via EH&S.
Other available training sessions specific to departmental equipment and instruments are
offered by lab managers including general lab safety, emergency procedures, and hazardous
waste disposal.
The department also operates a student computer center located in the basement of More Hall
(MOR 001). The computer center is equipped with 75 state-of-the-art computers as well as
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printers, scanners and a digital projector. The lab computers are loaded with an array of
software ranging from common productivity applications to specialized engineering
applications requested by faculty for their classes and research. Orientation and training for
the computing lab is disseminated through two main mechanisms, (1) during the
undergraduate orientation and (2) via the departmental undergraduate handbook.
D.MaintenanceandUpgradingofFacilities
Lab technicians for each of the labs are expected to maintain tools and equipment according
to their respective conditions and usage. Tools and equipment are checked and cleaned on a
routine basis. Certain courses collect fees that help offset the cost of materials, maintenance,
and repairs for the instructional labs. Other possible sources of funding to support the cost of
maintenance, repair, or replacement of tools and equipment include departmental operating
funds. The department also runs a self-sustaining cost center that helps to funds replacement
of instruments as well as costs associated with maintenance and repair costs.
The Departments student computing laboratory is maintained by a full-time computer
specialist and secured via key-card access lock. Computer hardware upgrades occur on a
scheduled basis and are generally funded via student technology fee. In addition, for a small
number of courses that require premium software licenses, student fees may be collected in
order to offset the costs associated with instruction.
E.LibraryServices
The University of Washington Libraries (Libraries) provides library and information services
that support the teaching, learning, research, and clinical needs of the tri-campus University
community UW Seattle, UW Bothell and UW Tacoma. The Dean of University Libraries is
the chief administrator, is a member of the Universitys Board of Deans and Chancellors and
reports directly to the Provost.
The Seattle campus consists of our five anchor libraries: Suzzallo and Allen, Odegaard
Undergraduate, Health Sciences, Engineering, Foster Business, and seven smaller subject
libraries. A large off-site collections facility is located nearby. The Libraries extensive onsite and online collections and strong commitment to user-centered services have enabled it
to achieve its stated mission of enriching the quality of life and advancing intellectual
discovery by connecting people with knowledge and fulfill its vision of anticipating and
meeting the information needs of our communities in their search for knowledge. The
Libraries has nationally recognized programs of excellence in library assessment,
information literacy, digital library initiatives, global information, integrated health
information services, and networked information. The Libraries is also known for its
commitment to collaborative programs that facilitate teaching and learning at the University
of Washington. The Libraries is an active leader and participant in a number of multiinstitutional organizations including our regional consortium, the Orbis Cascade Alliance.
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These all help to extend the resources and services that support teaching, learning and
research.
The Association of Research Libraries (ARL) investment index ranks the University of
Washington Libraries 20th among the top 115 academic research libraries in North America
and 10th of U.S. publicly funded universities. The Libraries is also known for innovation,
responsiveness, and an integrated planning and assessment process. Students and faculty
recognize the value provided by the Libraries and rank the Libraries as the most important
source of information for their work.
Teaching, learning, and research at the University of Washington is supported by one of the
premier library collections in North America, consisting of more than 7 million volumes
(ranked 14th among ARL libraries) and sizeable numbers of microforms, manuscripts,
technical reports, maps, architectural drawings, photographs, and audio-visual materials.
Approximately 88% of the 120,000 current periodical titles are available online, and, when
combined with 500,000 e-books extends access beyond the physical collection. These
electronic resources are available to the UW community anywhere and anytime. More than
seventy librarian liaison subject specialists are active in collection development and work
closely with academic programs to select and provide access to information resources needed
for the curriculum and research.
The Libraries has greatly enhanced access to and delivery of information resources during
the past ten years. Nearly 90% of the Libraries currently subscribed serial titles are
available electronically. Significant funding, much of it from endowment income, has gone
into purchase of electronic journal backfiles. The Libraries has made a strong commitment
to expedited delivery of information resources directly to students faculty and staff through
interlibrary borrowing, scanning of locally held print journal articles on demand which are
sent as PDF files, and in 2011 office delivery of books to faculty and staff.
The Libraries key goals and strategic directions are centered on four areas that are mission
critical for the University and support core themes:
Enhance teaching and learning

Advance research and scholarship
Provide virtual and public spaces that engage, connect and transform our
communities
Build a sustainable information infrastructure that preserves and advances knowledge
Information about the Libraries Strategic Plan can be found on the Libraries public Web site:
http://www.lib.washington.edu/about/strategicplan
The University community has ample opportunity for feedback on library services and
resources through surveys, other assessment efforts, and established committees designed to
provide input. The latter include the Faculty Council on University Libraries, the Graduate
and Professional Student Library Advisory Committee, the Health Sciences Library Graduate
and Professional Student advisory Committee the Libraries Student Advisory Committee
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(undergraduate students), and the Research Commons Advisory Group. A number of

academic programs have library committees which work with their librarian liaisons in such
areas as teaching and learning, collections, and research consultations.
F.OverallCommentsonFacilities
The University of Washington has a mature and robust system for managing facilities,
particularly in regards to labs and lab safety. Appendix G presents Presidential Order 55,
which outlines the institutional roles, responsibilities, policies, and guidelines concerning the
safe use of university facilities. There is an extensive system of implementation of these
policies, including regular inspections and audits, and extensive training opportunities. With
respect to the latter, Figure 7F-1 illustrates a typical set of safety training courses and
workshops available for faculty, staff, and students.
With respect to safety outcomes, it is worth noting that there have been no incidents
involving injuries to students, staff, or faculty involved in instructional activities for at least
the past 10 years.
Although the majority of CEEs labs exist in relatively old space that is not particularly
impressive at a first inspection, our faculty has nonetheless consistently demonstrated the
ability to perform world-class research and instruction. In the case of research, in particular,
this is manifested in successful grant and publication outcomes in a highly competitive
environment. In the case of instruction, we are confident that our student outcomes are
similarly excellent as documented earlier in this Self Study, and as confirmed by other more
longitudinal investigations of our students career trajectories.
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Training
Classes are generally restricted to faculty, staff and students of the University of Washington. Specific courses will note
exceptions.
Online & In-Person Classes
Online and in-person class descriptions, schedules, and how to

register for University personnel (UWNetID required). Also check
for updated schedule here.
If you are not University personnel, you may register as Non-UW
Personnel Registration. Be sure to tell us the class name, date
and time
Radiation Safety Training
Registration and online training specific to the use of radiation
Look up EH&S Safety Training Records
A basic online tool called MyTraining can be used to access your

individual EH&S safety training records. You may also REPRINT
certificates for the listed classes. New data is loaded into the
MyTraining tables periodically. Please see MyTraining for more
information.
Laboratory Safety Training Matrix (pdf)
The "Safety Training for Laboratory Personnel" document

outlines the EH&S training classes offered for personnel working
in a laboratory setting and can be used to record training
completion (revised 5/2013).
2012 Lab Safety Seminar (pdf)
Detailed information about the 2012 Laboratory Safety Seminar

including times, locations, and how to register
2012 Lab Safety Seminar Resources
Training presentations, handouts, and a list of web links from the

2012 Laboratory Safety Seminar
Regulatory list of Lab Employee Safety Training
List of training required for Laboratory Employees (Excel 2007).

The Excel 2007 will permit you to sort columns and add specific
notes in the comment field as useful to your unit. Or PDF format.
Regulatory list of Non-Lab Employee Safety Training
List of training required for Non-Laboratory Employees (Excel

2007). The Excel 2007 will permit you to sort columns and add
specific notes in the comment field as useful to your unit. Or PDF
format.
Cancel My Registration
Be sure to tell us the class and date
Mailing List
Monthly mailing includes information for new classes and

schedule changes
Video Lending Library
Videos about safety issues for check out for the University
community. Pick up at Hall Health Center.
Contact EHS Training
For questions or to schedule special classes, email

ehstrain@uw.edu or call 206.543.7201
Figure 7F-1: UW Environmental Health and Safety Training Overview
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CRITERION8.INSTITUTIONALSUPPORT
A.Leadership
The department leadership structure has been described earlier in the Background section,
which included an organizational chart for the Department and the University. In terms of
process and decision-making, the Department Chair is appointed by the Dean of the College
of Engineering based on a formal search process that involves representation from faculty,
staff, and students from within the department, and is typically led by a chair from a different
department within the College. The Dean and the Chair meet individually on at least a
monthly basis, and there are also monthly college-wide Executive Committee meetings
including all chairs and directors (faculty and staff) in the college, so there is good
communication between the College and the Department in regards to needs, strategic
directions, and opportunities for collaboration. The present chair, Greg Miller, served as an
Associate Dean prior to taking on the program leadership, and so he has been particularly
well-connected with the College leadership and this has been beneficial for the Department
in regards to taking advantage of Department/College collaborations (versus the common
tendency for a Department versus College mentality to develop).
Within the Department, the Chair works closely with the Department Administrator in
regards to all implementation matters involving budgets, human resources, and facilities,
while the more strategic side of decision-making and academic programs happens in
collaboration with the department Executive Committee. This committee is composed of the
Chair, the Department Administrator, the two Associate Chairs (Undergrad/Research and
Grad/Facilities), and the area heads from each of the three primary groups in the Department:
Transportation/Construction; Environmental Engineering and Science/Hydrology and
Hydraulics; and Structures/Geotechnical. The Executive Committee serves relatively
symmetrically in both a top-down and bottom-up fashion, providing a means of
communication between and among the faculty areas and the staff. Ultimately, formal faculty
approval is required for any decisions involving academic actions (e.g., curriculum,
appointments/hiring, requirements, etc.), and these issues are generally handled by means of
regular monthly all-faculty meetings.
In addition to the area-centric groupings in the Department, we also have a set of committees
that we recently restructured into the following groupings/responsibilities:
Undergraduate Education Committee

o Undergraduate admissions
o Financial aid and scholarships
o Curriculum
o Recruiting/diversity
o Advising
o Honors program/ internships
o ABET
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Graduate Education Committee

o Graduate admissions
o Financial aid and fellowships
o Recruitment, including visitation
o Curriculum/requirements (uniformity)
o BS/MS and professional programs
o Online / distance learning / certificates / short courses
Faculty Affairs Committee

o Mentor committee oversight
o Nominate faculty for various other UW service roles (Faculty Senate, CoE
Councils, CEE P&T committee, search committees, etc.)
o Faculty awards (identify nominees, recruit nominators)
o Identify point person for identifying/encouraging cross-cutting initiatives
(GAANN, MRI, etc.)
o Faculty committee assignments
o Non-tenure-track faculty issues
o Faculty seminars
Departmental Affairs Committtee

o Computing (hardware, software, website)
o Departmental website
o Space (inventory and assignment)
o Special lectures
o External awards (staff awards, alumni/affiliates awards, Lectureships)
o Faculty/staff relations
o Special events (graduation, Career Fair, Discovery Days, etc.)
o Alumni relations
These committees are intended to play an important role in regards both to faculty
participation in leadership and interdisciplinary collaboration for managing departmental
business.
B.ProgramBudgetandFinancialSupport
1.ProcessesandContinuityofSupport
The University of Washington has recently moved to an Activity-Based Budgeting
(ABB) system. The official University statement concerning this approach is quoted
below:
The University of Washington will fully implement an activity based budgeting (ABB)
system at the beginning of the 2013 fiscal year. ABB is a method of budgeting in which
the activities that incur costs in every functional area are accounted for, analyzed, and
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then linked to the mission and strategic goals of the institution. The full costs of programs
and services are then more transparent and available to help with planning, budgeting and
decision making.
Full details concerning ABB can be found at the following link:

http://opb.washington.edu/content/activity-based-budgeting-project
For purposes of this document the practical outcome is that under ABB resources are
allocated based on formulas tied to unit activities (primarily enrollments, student credit
hours, and degrees produced). The implementation of the new system was set up such
that prior budget allocations were grandfathered in, and the ABB formulas are only being
used for future revenue increases arising from increased state support, tuition increases,
certain research activities, etc. The ramifications for our Department in particular and the
College of Engineering in general are all good, since we are fully engaged in all the ABB
recognized activities, with strong undergraduate and graduate educational programs and
healthy research programs, and with significant unmet demand in regards to students
interested in our major. Although the overall financial health of public universities in the
State is still recovering from the recent recession, we anticipate being able to garner
ongoing and growing support for our programs commensurate with our activities.
2.InstructionalSupport
From a financial perspective regarding teaching support, with ABB there will be
increasing autonomy in regards to internal allocation of funds for instructional support,
specifically in regards to TAs and graders. We currently have adequate resources to
assign TAs to all junior-level classes, with multiple TAs in the case of lab courses.
Graders are commonly assigned to senior-level courses with more than 30-35 students.
With anticipated increases from future ABB revenues, we plan to be able to handle
additional students and in some instances lower the grading help threshold.
At a more strategic level, the University has long provided ample infrastructure and
opportunities for improving instruction, and has strived to help faculty succeed in
balancing the teaching and research demands at a R-I institution. One particularly strong
example of this includes a long running program for new faculty called the New Faculty
Fellows program, in which all new faculty members are invited to participate in a paid
(i.e., the participants are paid) week-long workshop focusing on making the transition to
teaching at the UW. This program is run by faculty members from the Teaching
Academy, which is populated by faculty who have won Distinguished Teaching Awards
during their career.
There are numerous other UW-sponsored events, organizations, and workshops that
provide support for teaching and learning ranging from technology use to working with
disabled students.
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Within the College of Engineering, the Center for Engineering Learning & Teaching
(CELT) was recently funded to provide support to engineering teaching assistants.
Specific goals include helping TAs provide high quality learning experiences, as well as
facilitating their professional development. CELT's program complements existing
training resources like the Center for Teaching and Learning's annual, university-wide
TA conference, which most departments require their TAs to attend. Based on a study of
each department's current TA-related practices, policies, and needs, CELT provides TAs
a variety of engineering-specific training workshops and peer-support opportunities. It
also facilitates the sharing of departmental best practices related to TA-ing. This effort is
led by a CELT staff member with engineering teaching and education research
experience, supervised by CELT's assistant director and lead faculty developer.
3.Infrastructure,Facilities,andEquipmentResources
The College of Engineering (CoE) works with the University of Washington
administration to obtain Minor Modification Funds. These fund are allocated on a
biennium basis. Prior to the funding cycle, the CoE Infrastructure group request
renovation proposals from each department. The proposals are reviewed by the
infrastructure group and the funding request is made to the Office of Planning and
Budgeting within the Office of the Provost. Once allocated, these funds are used to
upgrade and renovate facilities in the College of Engineering Buildings in partnership
with the departments in the college.
In addition to this funding mechanism and cycle, the CoE Infrastructure group works
with individual departments to secure staffing and in some cases will oversee individual
renovation projects. These projects are requested on an individual basis. Priorities for
these projects are set by the individual departments with CoE support.
4.AdequacyofResources
Although we have undergone a series of serious budget cuts in regards to state support in
recent years, by means of a combination of careful management, revenue reallocation,
temporary fund-based bridging, and professional program development we have been
able to maintain our program quality, and we have seen no problems in regards to our
measured outcomes. We have been able to continue hiring new faculty to fill vacancies
due to retirements, and as we return to more stability in our funding we are actively
seeking to grow the program to help meet unmet student demand (our current competitive
admissions process often leads to many qualified students not be admitted due to capacity
issues). Our current resources are thus adequate to providing the instructional and
laboratory support needed for our students to meet the specified outcomes.
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C.Staffing
1.Adequacy
The Department has excellent staff working in essentially four areas of activity: (i)
budgeting, HR, payroll, purchasing, and grants management (9 people); (ii) academic
advising and support (4 people); (iii) lab and facilities support and operations, including IT (9
people); and (iv) fundraising and communications (2 people). There are additional staff
providing direct and indirect support at the college and university level, and so departmental
staff need to have and benefit from close working relationships with their colleagues in these
other units.
Academic staff are fully funded from General Operating Funds (GOF) and Designated
Operating Funds (DOF) (i.e., state and tuition dollars), while many other staff are supported
by a combination of DOF/GOF and research funds (direct and indirect) or other selfsustaining sources of revenue. This relatively fluid, combined funding mechanism helps
provide additional stability over time, allowing work to be managed in an adaptable manner
without disruptive staff changes, and ensuring knowledgeable staff are available for both
research and instructional activities (consistent of course with time-work audit rules).
2.Retention
For the past several years the UW has been under salary and wage increase restrictions. The
College of Engineering has implemented a critical retention process for staff in cases where
there is difficulty (potential or past) retaining key employees. Each department has been able
to nominate candidates identified as possible retention risks, and special compensation
increases or title reclassifications have been allowed in these cases.
At the College of Engineering level we have offered staff opportunities to telework which
enhances staff satisfaction and productivity ultimately impacting morale and retention in the
midst of wage restrictions.
At the departmental level we have instituted a number of staff engagement activities,
including monthly meetings with faculty speakers, participation in strategic planning, and
periodic social events both and off campus. We also regularly nominate outstanding staff for
college and university awards, in many instances with success, and in all cases nominations
are publicly recognized.
The Department has seen relatively little staff turnover in recent years beyond normal
retirements or family relocations, and so we see these and related efforts as being successful.
3.TrainingandDevelopment
The University of Washington Professional & Organizational Development (POD)
organization has a comprehensive course catalog and offers numerous opportunities for staff
training. Figure 8C-1 shows a screen shot indicating POD courses available for summer
2013, giving an idea of the type, breadth, and number of courses available for staff. The
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Department encourages staff participation in these programs, providing time away from the
building as needed. Some staff in leadership positions also participate in national and
regional conferences with their peers, for which departmental travel support is provided.
Finally, there is a strong culture in the Department of staff helping staff get up to speed on
new tasks, and to enable cross-training so that work flows are not overly silo-ed or dependent
on single individuals.
Figure 8C-1: Staff Professional Development Course Offerings for Summer 2013
D.FacultyHiringandRetention
1.HiringProcess
It is a well-known adage in higher education that hiring is among the most important things
one does, and so hiring is taken very seriously and managed in a systematic manner. The
determination of when to search for new faculty and in what area(s) is an interactive process
involving the Dean, the Chair, and the department faculty. In general the department faculty
and the Chair set the strategic academic directions for the Department and then work with the
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Dean to get both figurative and literal buy-in to allow the related searches to go forward. At
present in the College of Engineering retirement lines stay with the Department, so this
provides a modicum of future planning based on demographic projections.
Once the decision has been made to run a search, the following process proceeds as follows:
i. A faculty and HR-approved ad is placed (usually in a national print journal)
soliciting applications for a faculty position.
ii. Candidates submit their applications, which are reviewed by a departmental
search committee.
iii. A short list of top candidates is identified, letters of recommendation are
solicited, and finalists are brought to campus for typically 2-day interviews.
iv. The search committee solicits feedback from faculty, students, and staff
following the interviews, and then deliberates to determine a hiring
recommendation.
v.
The Department faculty votes on the search committees final
recommendation, authorizing the Chair to proceed with making an offer.
vi. The terms of the offer are negotiated in collaboration with the Deans Office,
the Chair, and the candidate, and in the best case scenario, the offer is
accepted.
vii. Once the offer has been accepted, the Department submits appointment
paperwork to the Deans Office. The Dean reviews the appointment and
offers his/her support of the new faculty member to the Provost.
viii. The Provost and Board of Regents review and approve the new appointment.
ix. The Provosts Office notifies the new faculty member that their appointment
has been approved and welcomes them to the UW.
There are a number of ways new faculty members are integrated into the institution as
discussed in the Faculty section.
2.FacultyRetention
As described above regarding staff, normal pay raises have been disallowed for the past four
years (this is slated to change during the summer 2013). Critical retention arrangements
similar to those described above for staff have been allowed in select cases, and the
Department has a number of endowed professorships that have enabled targeted efforts to
retain faculty thought most vulnerable to poaching by other institutions. These tools have
been effective during the recent downturn.
Ultimately, retaining faculty is matter of providing the sense that they have the support they
need and the quality of colleagues (faculty and students) necessary to do their work. Despite
less than stellar compensation, we have had long success in keeping faculty around due to
creating a good academic environment, being in a great location for civil engineering
practice, instruction, and research, and helping people achieve their goals.
124
E.SupportofFacultyProfessionalDevelopment
Please see Section 6.D above for a full discussion of faculty professional development
activities across the various levels of department, college, university, and professional
organizations and units. This earlier discussion includes consideration of institutional
support.
125
9.PROGRAMCRITERIA
Program satisfaction of the current ASCE Program Criteria is discussed below:
A.Curriculum
ASCE: The program must prepare graduates to apply knowledge of mathematics through
differential equations, calculus-based physics, chemistry, and at least one additional area of
basic science, consistent with the program educational objectives; apply knowledge of four
technical areas appropriate to civil engineering; conduct civil engineering experiments and
analyze and interpret the resulting data; design a system, component, or process in more than
one civil engineering context; explain basic concepts in management, business, public policy,
and leadership; and explain the importance of professional licensure.
As outlined in the discussion of Criterion 5, the UW Civil Engineering program curriculum
prepares students for applying knowledge in mathematics through differential equations,
calculus-based physics, and chemistry via distinct coursework in these areas. We also have
documented in the Criterion 4 discussion that our students perform well in regards to FE
exam questions in these areas. Similarly, our students are prepared to apply scientific
knowledge beyond basic chemistry and physics by means of the junior year curriculum. In
particular, CEE 366 includes fundamental aspects of geology and soils science, CEE 350
includes the principal concepts of environmental science (e.g., biology, microbiology, and
water chemistry in natural systems), and CEE 345 includes fundamentals of hydrology. It is
important to note in this regard that a significant number of our faculty have first-class
science credentials, and the science material in these courses (and other upper division
electives) is therefore comparable to what would be presented in a typical standalone science
class.
The required junior curriculum ensures breadth in regards to application of knowledge from
six areas of civil engineering (transportation, construction, structures, geotechnical,
environmental, and hydraulics/hydrology), which is further enhanced by senior-level breadth
requirements. Similarly, during the required junior-year courses, experiments are conducted,
data gathered and interpreted in multiple areas (specifically, Fluid Mechanics, Soils,
Materials and Surveying), and components, systems, and processes are designed in multiple
areas, as well.
Professional practice and licensure issues are introduced in the required junior courses,
amplified in the core courses, and explicitly emphasized in the required Professional Practice
Studio (CEE 440), and the Capstone design courses.
B.Faculty
ASCE: The program must demonstrate that faculty teaching courses that are primarily design
in content are qualified to teach the subject matter by virtue of professional licensure, or by
126
education and design experience. The program must demonstrate that it is not critically
dependent on one individual.
As discussed in Criterion 6 Faculty the program faculty are leaders in their fields, and those
engaged in design instruction are either formally licensed and/or have suitable applied
research background (e.g., developing design codes and design tools) to be fully qualified for
their instructional roles.
Each fundamental area of instruction has multiple faculty members available to teach, so
there is no critical dependence on a single individual.
127
AppendixACourseSyllabi
This appendix contains 2-page course summaries/syllabi for the courses used to satisfy the
mathematics, science, and discipline-specific requirements as described in Criterion 5. The
syllabi are separated into two parts: (I) Math, Science, and Engineering Fundamentals; and
(II) upper division departmental (CEE) courses. Because of the varying sources of data for
the courses in category I, there is some variation in format and data in these syllabi.
128
Course Syllabi Part I: Lower Division

Math/Science/Engineering Fundamentals
129
CEE 100 Twenty First Century Civil and Environmental Engineering

Catalog Description
Introduction to the modern discipline of civil and
environmental engineering including major subdisciplines, professional careers, projects and
departmental faculty. Explores the different
disciplines and their relevance to today's students.
Offered: W
Credits
Contact Hours
Lab/Quiz Section
Text
Coordinator(s)
Required/Selected Elective
1
1.5
None
None
Scott Rutherford
Elective
Learning Objectives
Discuss the field of Civil & Environmental Engineering to include the different subdisciplines, range and scope of work, employment opportunities, career paths, and tools
used in the profession.
Discuss the types of careers associated with CEE.
Ask questions of recent CEE graduates about their jobs and potential careers.
Course Topics
1.
Introduction
2.
Construction engineering
3.
Geotechnical engineering
4.
Structures engineering
5.
Environmental engineering
6.
Water resources
7.
Careers in CEE moderated discussion with alumni
130
HCDE 231 Introduction to Technical Writing

Credits:
3 credits (7 contact hours: 3 lecture/1 tutotial/3 lab)
Textbook/Materials
- Technical Communication, custom edition, available for purchase

at the University Book Store. Look for Pearson (the publisher) on
the binding.
- Purdue Universitys Online Writing Lab (OWL)
http://owl.english.purdue.edu/
Catalog Description:
Reviews the fundamentals of writing, designing, and conveying

technical information to various audiences. Using a processcentered approach, explores technical communication
conventions such as organization, style, tone, illustration, and
layout focusing on audience, purpose, and use to design and
construct a variety of documents for academic and professional
settings. Required of all engineering majors. Prerequisite: either
C LIT 240, both ENGL 109 and ENGL 110, ENGL 111, ENGL
121, ENGL 131, ENGL 182, ENGL 197, ENGL 198, ENGL
199, or ENGL 281. Offered: AWSpS.
Required:
Yes
Coordination:
Human Centered Design and Engineering
Learning Objectives/Content:
This course introduces engineering undergraduates to the fundamental technical

communication processes associated with writing, speaking, and teamwork. Specifically,
you will learn:
(1)
about the interplay between audience, context, and purpose as you navigate
the writing process to produce a variety of technical documents,
(2)
how to prepare and deliver formal and informal oral presentations, and
(3)
how to maximize the team process to conduct research and collaboratively
produce a research report.
Engineers must attend to the ethical ramifications of both their engineering work and their
professional communication. As a result, ethics will be a primary focus of this course and
will be a specific component in several assignments.
Upon completion of this course, you will be able to:
Analyze a rhetorical situation and identify appropriate strategies based on a documents or
presentations purpose, audience, and context.
Recognize the basic features of technical writing genres and write within genre
conventions.
Integrate text and visuals to clearly convey complex, technical information.
Revise documents for content, organization, and writing style.
131
Provide feedback to others on their writing, speaking, and teamwork abilities.

Demonstrate a professional style of working in teams and managing team projects.
Perform professional formal and informal presentation skills.
Be aware of ethical issues in engineering practice, team communication, and technical
communication.
Demonstrate library research skills and appropriate source citation.
132
CHEM 142 - General Chemistry

Credits:
Textbook/Materials
Chemical Principles, 7th ed., Steven Zumdahl (customsplit Chem 142 version contains Chapters 1-8 and the
complete Student Solutions Manual).
Study Guide, Chemical Principles, 7th ed., Zumdahl/Kelter
(optional).
UW General Chemistry 142 Laboratory Manual, Autumn
2012-Summer 2013 (Hayden McNeil)
UW Chemistry Laboratory Notebook with numbered
pages and carbonless duplicate pages. (Hayden
McNeil).
ALEKS access. Purchase online at: www.aleks.com (see
ALEKS document and links on the front page of the
course website for more information and instructions for
registering).
Required:
For science and engineering majors. Atomic nature of matter,

stoichiometry, gas laws, chemical equilibrium, solubility, and
acids and bases. Includes laboratory. Recommended: high school
chemistry; placement into MATH 120 or higher. No more than
the number of credits indicated can be counted toward
graduation from the following course groups: CHEM 142,
CHEM 145 (5 credits). Cannot be taken for credit if CHEM 120
already taken. Offered: AWSpS.
Yes
Coordination:
Department of Chemistry
Learning Objectives:
1. Learn to clearly define a problem and develop solutions for that problem
including the use of central and auxiliary equations and conversion factors.
2. Learn to acquire and analyze data and correctly report experimental results (e.g.,
using an appropriate number of significant figures) in solutions to problems.
3. Develop a detailed understanding of the following fundamental chemistry topics:
The atomic nature of matter
Stoichiometry
Gases
Chemical equilibrium
Applications of aqueous equilibria to acid/base and solubility chemistry
4. Conduct laboratory exercises that:
Explore the concepts introduced in lectures.
Develop laboratory, data analysis, and scientific communication skills.
133
CHEMISTRY 152 - General Chemistry

Credits:
Textbook, Supplemental Materials:
Chemical Principles, 7th ed., Steven Zumdahl (custom-split Chem 152

version contains Chapters 8-12 and the complete Student Solutions
Manual).
Study Guide, Chemical Principles, 7th ed., Zumdahl/Kelter (optional).
UW General Chemistry 152 Laboratory Manual, Autumn 2012Summer 2013 (Hayden McNeil)
UW Chemistry Laboratory Notebook (Hayden McNeil) with
numbered pages and carbonless duplicate pages. You may continue to
use a notebook from a previous quarter if it meets the stated criteria and
has at least 30 pages available.
Catalog Description: Energy, enthalpy and thermochemistry, spontaneity, entropy and

free energy, electrochemistry, quantum mechanics, and atomic
theory. Includes laboratory. Prerequisite: a minimum grade of 1.7 in
either CHEM 142, or CHEM 145. No more than the number of
credits indicated can be counted toward graduation from the
following course groups: CHEM 152, CHEM 155 (5 credits).
Offered: AWSpS.
Coordination:
Department of Chemistry
Required:
Yes
Learning Objectives/Course Topics

Applications of Aqueous Equilibria. We will begin the course by revisiting
equilibrium introducted in Chem 142, specifically looking at acid/base systems
involving buffers and titrations.
Thermodynamics.
We will then explore the concepts of energy, enthalpy,
entropy, and the Gibbs energy. The ultimate goal of this section of the course is to
develop the tools that allow one to predict if a chemical reaction will be
spontaneous.
Electrochemistry. We will revisit redox chemistry previously described in
CHEM 142, and use this
reaction class as an opportunity to explore the thermodynamic concepts described
above.
Quantum Mechanics and Atomic Theory. In this portion of the course you will
be introduced to the modern description of the hydrogen atom as derived from
134
quantum mechanical principles. This description will be extended to other atoms,

and eventually used to construct the periodic table of the elements.
In the lab portion of the course you will conduct laboratory exercises that:
Explore the concepts learned in lectures. Develop laboratory, data analysis, and
scientific writing skills.
135
MATH 124 Calculus with Analytic Geometry I

Credits:
5 Credits (3 hrs lecture, 2 hours quiz section)
Textbook:
Calculus, by Stewart, Vol. 1
Coordination:
Department of Mathematics
Catalog Description: First quarter in calculus of functions of a single variable.

Emphasizes differential calculus. Emphasizes applications
and problem solving using the tools of calculus. Prerequisite:
2.5 in MATH 120, a score of 154-163 on the MPT-AS
placement test, or score of 2 on AP test. Offered: AWSpS.
Yes
Required:
Course Topics:
Week
1:
2:
3:
4:
5:
6:
TopicsandTextbookSections
Tangentstocircles,Tangentsandvelocity
Sec.2.2Limits
Sec2.3CalculatingLimits,Sec.2.5Continuity,Sec.2.6
Asymptotes
Sec.2.73.1Derivatives
Sec.3.23.4Morederviativerules,Trigderivatives,Chainrule
Sec.3.4Morechainrule,Sec.10.2Derivativesandparametrized
curves
Page 136
Sec.3.5Implicitdifferentiation,Sec.3.6Logarithmic
differentiation
Sec.3.9Relatedrates
Sec.3.10Linearapproximation
Sec.4.1Basicsonminandmaxvalues
Sec.4.3Derivativesandshapeofacurve,Sec.4.4L'hospital'srule
Sec.4.5Curvesketching,Sec.4.7Optimization
Sec.4.7MoreOptimization
7:
8:
9:
10:
Page 137
MATH 125 Calculus with Analytic Geometry II

Credits:
Textbook:
Coordination:
Catalog Description: Second quarter in the calculus of functions of a single variable.

Emphasizes integral calculus. Emphasizes applications and problem
solving using the tools of calculus. Prerequisite: either 2.0 in MATH
124, score of 3 on AB advanced placement test, or score of 3 on BC
advanced placement test. Offered: AWSpS.
Required:
Yes
Course Topics:
Week
TopicsandTextbookSections
1
Antiderivatives,AreasandDistancesandtheDefiniteIntegral.
(Sec.4.9,5.1,5.2)
2
TheFundamentalTheoremofCalculus,IndefiniteIntegralsandTotalChange,the
TechniqueofSubstitution.
(Sec.5.3,5.4,5.5)
3
AreasbetweenCurves,ComputingVolume:WashersandShells.
(Sec.6.1,6.2,6.3)
4
Applications:WorkandAverageValueofaFunction.Midterm#1
(Sec.6.4,6.5)
5
TechniquesofIntegration:IntegrationbyParts,TrigonometricIntegralsand
TrigonometricSubstitution.
(Sec.7.1,7.2,7.3)
6
MoreTechniques:PartialFractionsandCombiningTechniques.Approximationof
Integrals.
(Sec.7.4,7.5,7.7)
7
ImproperIntegralsandtheLengthofaCurve.
(Sec.7.8,8.1)
8
MoreApplications:CenterofMass.Midterm#2
(Sec.8.3)
9
IntroductiontoDifferentialEquations:SeparableEquationsandExponentialGrowth
andDecay.
(Sec.9.1,9.3,3.8,[9.4optional])
10
FinalExamReview.
Page 138
MATH 126 Calculus with Analytic Geometry III

Credits:
Textbook:
Catalog Description: Third quarter in calculus sequence. Introduction to Taylor

polynomials and Taylor series, vector geometry in three
dimensions, introduction to multivariable differential calculus,
double integrals in Cartesian and polar coordinates. Prerequisite:
either 2.0 in MATH 125, 2.0 in MATH 145, 2.0 in MATH 146,
score of 5 on AB advanced placement test, or score of 4 on BC
advanced placement test. Offered: AWSpS.
Required:
Yes
Coordination:
Course Topics:
1. Vectors
2. Surfaces in space given by single equations with x, y and z (possibly not all three)
3. Curves
4. Calculus on curves
5. Partial Derivatives
6. Multivariable Integration
7. Taylor Series
Page 139
MATH 307-- Introduction to Differential Equations

Credits:
3 Credits (3 hours lecture)
Prerequisite:
Math 125; Math 126 strongly recommended.
Text:
Elementary Differential Equations and Boundary Value

Problems by Boyce-DiPrima (Custom 9th ed.);
Introductory course in ordinary differential equations.

Includes first- and second-order equations and Laplace
transform. Prerequisite: either 2.0 in MATH 125 or 2.0 in
MATH 145. Offered: AWSpS.
Coordination:
Required:
Yes
Topics Covered:
1. Review of First Order Equations - 8 lectures
2. Second Order ODE's - 12 lectures
3. Laplace Transforms - 6 lectures
Page 140
MATH 308 --Matrix Algebra with Applications

Credits:
3 Credits (3 lecture contact hours)
Text:
Introduction to Linear Algebra by Johnson, Riess and Arnold, 5th

ed.
Catalog Description: Systems of linear equations, vector spaces, matrices, subspaces,

orthogonality, least squares, eigenvalues, eigenvectors,
applications. For students in engineering, mathematics, and the
sciences. Credit allowed for only one of MATH 308 or MATH
318. Prerequisite: either 2.0 in MATH 126 or 2.0 in MATH 146.
Offered: AWSpS.
Prerequisite:
Math 126
Coordination:
Required:
Yes
Course Topics:
1 - Matrices and Systems of Linear Equations (9 lectures):
1.1-1.4: Gaussian Elimination (3 lectures)
.1.5,1.6: Matrix operations (2 lectures)
1.7: Linear independence (1 lecture)
1.9: Data Fitting (1 lecture)
1.9: Matrix inverses (2 lectures)
n
3 - R n (11 lectures):
3.1-3.3: Subspaces (3 lectures)
3.4-3.5: Bases and dimension (3 lectures)
3.6-3.7: Orthogonal bases and linear transformations (3 lectures)
3.8,3.9: Least Squares (2 lectures)
4 - Eigenvalues and eigenvectors (6 lectures)
4.1-4.3: Introduction to eigenvalues and determinants (2 lectures)
4.4-4.5: Eigenvalues, characteristic polynomial, eigenspaces. (2 lectures)
4.8: Applications (2 lectures)
Page 141
MATH 309: Linear Analysis

Credits:
3 Credits (3 lecture contact hours)
Text:
Elementary Differential Equations and Boundary Value Problems

by Boyce-DiPrima (Custom 9th ed.);
Catalog Description: First order systems of linear differential equations, Fourier series
and partial differential equations, and the phase plane.
Prerequisite: either 2.0 in MATH 307 and 2.0 in MATH 308, or
2.0 in MATH 307 and MATH 318, or 2.0 in MATH 136.
Offered: AWSpS.
Prerequisites:
Math 126, 307, 308
Coordination:
Required:
No
Topics Covered:
1. Solving linear systems of ODE's (10 lectures):
2. The phase plane and critical points (1+ lectures):
3. Fourier series and boundary value problems (14 lectures)
Page 142
PHYSICS 121: Mechanics

Credits:
Textbooks:
- Tipler & Mosca, Physics for Scientists and Engineers, UW Custom

Edition, 2008.
- McDermott, Shaffer et. al., Tutorials in Introductory Physics,
Updated Preliminary 2nd Edition 2011-2012
- Physics 121: Mechanics Laboratory, by the Faculty of the
Department of Physics, Autumn 2012, Winter/Spring/Summer 2013,
published by Hayden-McNeil (ISBN 978-0-7380-5042-3).
Catalog Description: Basic principles of mechanics and experiments in mechanics for

physical science and engineering majors. Lecture tutorial and lab
components must all be taken to receive credit. Credit is not
given for both PHYS 114 and PHYS 121. Prerequisite: either
MATH 124 or MATH 134, which may be taken concurrently;
recommended: one year high school physics. Offered: AWSpS.
Required:
Yes
Coordination:
Department of Physics
Course Topics
Week/Dates
1:Apr.25
2:Apr.912
3:Apr.1619
4:Apr.2326
5:Apr.30May3
6:May710
7:May1417
8:May2124
9:May2831
10:June47
Lab
1
2
3
4
5
6
7
8
Title
Nolabmeeting.DoPreLab1*
OnedimensionalKinematics
FreefallandProjectileMotion
OnedimensionalDynamics
Newton'sThirdLawandTension
WorkandEnergy
MomentumandCollisions
RotationalKinematics
TorqueBalanceandRotationalDynamics
Makeupweek.Onemissedlabonly.
Page 143
PHYSICS 122: Electromagnetism

Credits:
Textbooks:

Edition, 2008.
- McDermott, Shaffer et. al., Tutorials in Introductory Physics,
Updated Preliminary 2nd Edition 2011-2012
Catalog Description: Covers the basic principles of electromagnetism and experiments

in these topics for physical science and engineering majors.
Lecture tutorial and lab components must all be taken to receive
credit. Credit is not given for both PHYS 115 and PHYS 122.
Prerequisite: either MATH 125 or MATH 134, which may be
taken concurrently; PHYS 121. Offered: AWSpS.
Required:
Yes
Coordination:
Course Topics:
Week
1
2
3
4
5
6
7
8
Topics
Electrostatics.
ElectricFields
ElectricCircuits1:Current
ElectricCircuits2:PotentialDifference
Capacitors&RCCircuits
IntroductiontoElectronicDevices
MagneticFieldsandForces
ElectromagneticInduction
Page 144
PHYSICS 123: Waves

Credits:
Textbooks:

Edition, 2008.
Catalog Description: Explores electromagnetic waves, the mechanics of oscillatory

motion, optics, waves in matter, and experiments in these topics
for physical science and engineering majors. Lecture tutorial and
lab components must all be taken to receive credit. Credit is not
given for both PHYS 116 and PHYS 123. Prerequisite: either
MATH 126 or MATH 134, which may be taken concurrently;
PHYS 122. Offered: AWSpS..
Required:
Yes
Coordination:
Course Topics:
week
1
3
4
lecturetopic
HarmonicOscillatorI
HarmonicOscillatorII
TravelingWaves
Waves,Barriers&Doppler
StandingWaves&Beats
EMWaves
Polarization&Spectra
Reflection&Refraction
Mirrors,Lenses&Images
MoreonImages
OpticalDevices
Phase&TwoSourceInterference
Diffraction&Phasors
Slits&Gratings
LightWaves&Photons
MatterWaves&WaveFunctions
AtomicStructure&Spectra
RelativityI
RelativityII
tutorial
Superposition&Reflection
Reflection&Transmission
Refractionofwaves
EMWaves
2SourceInterference
WavePropertiesofLight
MultipleSlitInterference
SingleSlitDiffraction
Page 145

9
10
RelativityIII
AstrophysicsandNuclearPhysics
NuclearPhysII:Fission&Fusion
ApplicationsofModernPhysics
Simultaneity
Page 146
STAT/MATH 390: Probability and Statistics in Engineering and Science

Credits:
4 Credits (4 hrs lecture, 1 hour quiz section)
Textbook:
Applied Statistics for Engineers and Scientists (2nd Edition), by

Devore and Farnum.
Catalog Description: Concepts of probability and statistics. Conditional probability,

independence, random variables, distribution functions.
Descriptive statistics, transformations, sampling errors,
confidence intervals, least squares and maximum likelihood.
Exploratory data analysis and interactive computing. Students
may receive credit for only one of MATH 390, STAT/ECON
481, and ECON 580. Prerequisite: either MATH 126 or MATH
136.
Required:
Yes
Coordination:
Course Topics:
1.
2.
3.
4.
5.
6.
7.
Conditional Probability
Random Variables
Distribution Functions
Sampling Errors
Confidence Intervals
Least Squares
Maximum Likelihood
Page 147
AMATH 301:
Beginning Scientific Computing
Credits:
4 Credits (4 hrs lecture,)
Textbook:
None.
Catalog Description: Introduction to the use of computers to solve problems arising in

the physical, biological, and engineering sciences. Application of
mathematical judgment, programming architecture, and flow
control in solving scientific problems. Introduction to MATLAB
routines for numerical programming, computation, and
visualization. Prerequisite: either MATH 125, Q SCI 292, MATH
128, or MATH 135.
Required:
Selected Elective
Department of Applied Mathematics
Coordination:
This course is intended to provide an introduction to the use of

computers to solve scientific and engineering problems. Various
computational approaches to solve mathematical problems, such
as solution of a set of linear equations, curve fitting, solution of
differential equations and more (see syllabus) will be presented.
The approaches will be covered along with a discussion of their
limitations, eventually providing a mathematical judgment in
selecting tools to solve scientific problems. MATLAB will be
used as the primary environment for numerical computation.
Overview of MATLAB's syntax, code structure and algorithms
will be given.
Although the subject matter of Scientific Computing has many
aspects that can be made rather difficult, the material in this
course is an introduction to the field and will be presented in a
simple as possible way. Theoretical aspects will be mentioned
throught the course, but more complicated issues such as proofs
of relevant theorems/schemes will not be presented. Applications
will be emphasized.
Course Topics:
(1)
(2)
(3)
(4)
(5)
MATLAB Introduction: Program Algorithms, Architecture and

Visualization
Linear Systems:
Curve Fitting, Interpolation, Splines:
Numerical Differentiation and Integration:
Differential Equations, Ordinary Differential Equations (ODEs):
Page 148
(6)
(7)
Transforms and Spectral Analysis:

Differential Equations, Partial Differential Equations (PDEs)
Page 149
CSE 142 Computer Programming I

Credits
4.0
Lead Instructor
Stuart Reges
Textbook
Building Java Programs, Reges
Course Description
Basic programming-in-the-small abilities and concepts including procedural programming
(methods, parameters, return values), basic control structures (sequence, if/else, for loop, while
loop), file processing, arrays and an introduction to defining objects.
Prerequisites
None
CE Major Status
Required
Course Objectives
Students will master basic procedural programming constructs. They will learn to write and
debug small programs (50-100 lines) using a full range of procedural techniques using a variety
of input sources (console, file) and a variety of output destinations (console, file, graphical).
Students will learn the design principles that are relevant to this style of programming in the
small including decomposition, information hiding, elimination of redundancy, detailed
documentation, and use of parameters and return values to create flexible components. Students
will be exposed to the major design issues of object oriented programming including inheritance.
ABET Outcomes
(a) an ability to apply knowledge of mathematics, science, and engineering
(e) an ability to identify, formulate, and solve engineering problems
(k) an ability to use the techniques, skills, and modern engineering tools necessary for
Course Topics
Basic concepts of computer structure and program execution

Variables, types, expressions, and assignment
Input/output: console, file, graphical
Conditional execution (if/else)
Iteration (for, while)
Defining methods: parameters, return values
Arrays (one-dimensional)
User-defined classes
Use of standard library objects: strings, graphics
Procedural decomposition of problems
Page 150
Programming style: eliminating redundancy, localizing variables, class constants,

commenting, use
of parameters and return values to increase flexibility, appropriate choice of control
structure
(e.g., sequential if versus if/else)
Page 151
AA 210 STATICS
AUTUMN, WINTER AND SUMMER QUARTERS
CREDITS AND
CONTACT HOURS: 4 credits, Three 50 minute lectures per week and one 50 minute quiz
section.
COORDINATOR:
Carl Knowlen, Research Scientist Aeronautics and Astronautics
TEXTBOOK:
Engineering Mechanics Statics and Dynamics, Bedford, Anthony M. and

Fowler, Wallace 5th Edition, 2007
SUPPLEMENTAL
MATERIALS:
CATALOG DATA:
None
ENGINEERING STATICS, Required
Vector analysis applies to equilibrium of rigid body systems and
subsystems. Force and moment resultants, free body diagrams, internal
forces, and friction. Analysis of basic structural and machine systems
and components. Prerequisites: either MATH 126, MATH 129, or
MATH 136, PHYS 121.
PREREQUISITES BY TOPIC:
REQUIRED:
OUTCOMES:
Calculus and Physics
Yes
1) Students will understand basic concepts of vectors and vector
operations and be able to apply these tools to the analysis of forces
and torques acting on a body.
2) Students will be able to formulate and solve a system of equations
for the forces and torques necessary to maintain equilibrium of
various 2D and 3D systems by applying Newtons First and Third
Laws.
3) Students will gain experience with the concept of the centroid and
moments of inertia.
4) Students will develop Confidence in analyzing the internal forces
and moments acting throughout a given structure.
5) Students will be able to analyze the behavior of simple systems
involving static and kinetic friction.
RELATIONSHIP TO STUDENT OUTCOMES:

a) An ability to apply knowledge of mathematics, science, and
engineering.
e) An ability to identify, formulate and solve engineering problems.
Page 152
k) An ability to use the techniques, skills, and modern engineering tools

necessary for engineering practice.
TOPICS:
1) Overview of statics. Vectors: addition, components, dot product

2) Type of forces; equilibrium; free-body diagrams.
3) Forces and moments; moment as cross-product; couples; equivalent
systems of forces.
4) Equilibrium of supported bodies; types of supports; 2-D and 3-D
applications.
5) Analysis of common structures - tresses and frames.
6) Centers of mass; distributed forces.
7) Moments of inertia; applications of theorems for computation.
8) Internal forces; shear and bending moments.
Page 153
CEE 220Introduction to Mechanics of Materials
Catalog Description Introduction to the concepts of stress, deformation, and

strain in solid materials. Development of basic
relationships between loads, stresses, and deflections of
structural and machine elements such as rods, shafts,
and beams. Load-carrying capacity of these elements
under tension, compression, torsion, bending, and shear
forces. Prerequisite: minimum grade of 2.0 in AA 210;
cannot be repeated if achieved a minimum grade of 2.5.
Offered: WSpS
Credits 4
Contact Hours 5
Lab/Quiz Section true
Text R.C. Hibbeler, Mechanics of Materials, UW edition,
Prentice-Hall, New Jersey, 2010.
Coordinator(s) Gregory Miller, Dorothy Reed
Required/Selected Elective Required
Learning Objectives
Each student will demonstrate a basic working knowledge of the fundamental concepts
and problem-solving techniques associated with stress, strain, simple constitutive theory,
and with applications involving axial loading, pressure vessels, torsion, and bending,
including introductory-level statically indeterminate systems. This will result in students
being able to solve well-posed problems with reasonable speed and accuracy.
Students will have accumulated practice in solving a variety of application problems
individually and in group settings.
Students will have gained experience in generating and presenting suitable solutions to
open-ended problems involving course concepts in combination with other general
considerations.
Students will be able to carry on technical discussions involving the concepts in the
course.
ABET Outcomes:
(a) an ability to apply knowledge of mathematics, science, and engineering appropriate to the
discipline
(c) an ability to design a system, component or process
(e) an ability to identify, formulate and solve problems.
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Course Topics
1. Stress: basic concepts (load intensity, normal and shear components) and tensorial
aspects of stress states (2D transformation equations, Mohrs circle (2D and 3D),
standard representations). (3 weeks)
2. Strain: basic concepts and tensorial fundamentals. Strain gauge rosettes. (1 week)
3. Constitutive Behavior: stress-strain aspects of material behavior (stress-strain curves,
isotropic Hookes law, strain energy); simple failure theories (Von Mises, Tresca,
Rankine, Mohr-Coulomb) (2 weeks)
4. Applications: axial loading, pressure vessels, torsion, bending, and combined loading.
Determination of stresses and deformations using equilibrium, kinematics, and
constitutive relations for statically determinate and indeterminate problems. (5 weeks)
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ME 230 Kinematics and Dynamics (required)

Course Coordinator: B. Fabien
Interest Group SDD
Catalog Description: Kinematics of particles, systems of particles, and rigid bodies; moving
reference frames; kinetics of particles; systems of particles; and rigid bodies; equilibrium;
energy, linear momentum, angular momentum. (4 cr)
Course Overview: Dynamics is the understanding and description of various quantities involved
in the motion of bodies. Dynamics has many practical applications and is fundamental to
advanced topics such as fluid mechanics, structural dynamics and vibrations. Challenges in the
course include the difficulty in visualizing how particles move, encountering problems that do
not seem related to theories and finding out that everything learned in statics, except the free
body diagrams will not work in dynamics.
Course Prerequisites: AA 210 Statics
Textbook or other required material: Engineering Mechanics: Dynamics, Hibbeler, Prentice-Hall.
Course Objectives: By the end of this course, the student will be able to:
1) Outline the procedure to solve for displacement and velocity through the use of
Newton's laws.
2) List the important dynamic quantities
3) Identify system for which dynamic quantities are conserved.
4) Identify conserved dynamical quantities in a given dynamical system
5) Apply appropriate kinematic principles to express velocities and accelerations in a
dynamical system.
6) Construct free body diagrams for mechanical systems.
7) Derive mathematical models for dynamical systems.
8) Calculate dynamic quantities such as kinetic and potential energy, linear momentum and
angular momentum of a dynamical system
Topics Covered:
1) Rectilinear and Curvilinear
2) Equations of Motion
3) Rectangular, polar and normal/tangential coordinates
4) Circular motion, relative motion
5) Newtons Law
6) Work-energy, potential energy, conservation of energy
7) Relative motion: velocity and acceleration
8) Impulse and momentum
Class/laboratory schedule: Three 1-hr lectures and one 2-hr recitation each week.
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Contribution of Course to Professional Component: Satisfies preparation for engineering practice

by incorporating basic engineering science, engineering/professional standards, and technical
communication.
Relationship of course to program Outcomes: Directly addresses the following programmatic
outcomes:
a) An ability to apply knowledge of mathematics, science, and engineering appropriate
to the discipline.
Person Preparing this Syllabus: Brian Fabien
Page 157
AA 260 THERMODYNAMICS
SPRING AND SUMMER QUARTER
CREDITS AND
CONTACT HOURS: 4 credits, Four 50-minutes meeting times per week one 50 minute time
may be used for recitation review or quiz section.
COORDINATOR:
Carl Knowlen, Research Scientist in Aeronautics and Astronautics
TEXTBOOK:
Thermodynamics; An Engineering Approach, Cengel, Y.A. Boles, M.A.,

7th Edition, McGraw-Hill, N.Y. 2010
SUPPLEMENTAL
MATERIALS:
CATALOG DATA:
None
THERMODYNAMICS, Required
Introduction to the basic principles of thermodynamics from a
macroscopic point of view. Emphasis on the First and Second Laws and
the State Principle, problem solving methodology, air-standard cycles.
Prerequisites: CHEM 142 or CHEM 145; either MATH 126, MATH
129, or MATH 136; and PHYS 121. Offered Sp, S
PREREQUISITES BY TOPIC:
OUTCOMES:
1) Calculus and analytic geometry

2) General Chemistry
3) Calculus based physics (mechanics)
1) Students will understand the P-V-T behavior of pure substances as

determined by analytical equations of state and tabulated properties.
2) Students will understand first law of thermodynamics and its
application to closed and open systems under steady and transitory
conditions.
3) Students will understand second law of thermodynamics and its
application to analysis of closed and open systems and energy
conversion mechanisms.
4) Students will understand vapor and gas power cycles and
refrigeration.
RELATIONSHIP TO STUDENT OUTCOMES:

a) An ability to apply knowledge of mathematics, science, and
engineering
c) An ability to design a system, component, or process to meet desired
needs
e) An ability to identify, formulate, and solve engineering problems
Page 158
k) An ability to use the techniques, skills, and modern engineering tools

necessary for engineering practice
TOPICS:
1) Introduction
a. Concepts of units and dimensions, pressure, temperature, heat,
work.
2) Macroscopic Properties of Substances
a. P-V-T relationships for simple substances including ideal gas law
and steam tables.
3) 1st Law of Thermodynamics
a. Principles of first law analysis for closed systems.
b. Principles of Energy Analysis: Procedure for energy analysis of
closed and open systems, including flow work and shaft work
concepts.
nd
4) 2 Law of Thermodynamics
a. Definition and concepts of the second law of thermodynamics in
its macroscopic form. Consequences of the second law of
thermodynamics for open and closed systems and engineering
devices.
5) Power and Refrigeration Cycles;
a. Vapor power, gas power, and refrigeration cycles. One cycle
(instructors choice) is covered in depth either the remaining
two being introduced. Chapters 8, 9, and 10 in the current book
(2 weeks).
6) Instructors Choice: To expand on previous topics or introduce a
new topic
(1 week)
Page 159
CEE 250Environmental Pollution: Energy and Materials Balance

Catalog Description Introduces the general concepts of environmental
engineering and materials and energy balance within
the context of local case studies, in particular the
severe eutrophication and recovery, nitrogen loading
and hypoxia/fish kills, and global climate change and
its regional impacts on water resources and
hydrologic cycles in the Pacific Northwest.
Prerequisite: one of MATH 120, MATH 124, MATH
125, MATH 126, MATH134, MATH 135, or MATH
136. Offered: Sp.
Credits 2
Contact Hours 2
Lab/Quiz Section none
Text Assigned on a case-by-case basis
Coordinator(s) Brett
Required/Selected Elective Selected Elective
Learning Objectives
To teach students the fundamental quantitative approaches employed in the practice of

environmental engineering.
To introduce students to the breath of environmental engineering topics being taught and
researched in the Dept. of Civil and Environmental Engineering.
Use the classic series of mass balance equations to resolve typical environmental
engineering problems.
Understand the most important details of the Lake Washington and Hood Canal case
studies.
Use the classic series of energy balance equations to resolve typical environmental
thermodynamic problems.
Understand how climate change is likely to affect natural and engineered systems in the
PNW.
ABET Outcomes
(g) an ability to communicate effectively
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(h) the broad education necessary to understand the impact of engineering solutions in a
(j)

Course Topics
1. Course Intro (1 week)
2. Mass balance methodologies (1.5 weeks)
3. Eutrophication (0.5 week)
4. Mass balance case studies: Lake Phosphorus budgets (0.5 week)
5. Mass balance case studies: Lake Washington (0.5 week)
6. Mass balance case studies: Hood Canal (1.5 week)
7. Energy balance methodologies (1 week)
8. Climate change in the PNW (0.5 week)
9. Warming impacts on the hydrologic cycle (0.5 week)
10. Water resource engineering in a changing world (1 week)
Page 161
1. INDE 315: Probability and Statistics for Engineers

2. Credits and contact hours: 3 credit hours, 3 contact hours per week.
3. Instuctors Names: Linda Boyle, Kal Kapur, Christina Mastrangelo
4. Textbook:
Applied Statistics and Probability for Engineers, 5th Edition, Douglas C.
Montgomery, George C. Runger, 2011.
5. Specific Course Information:
a. Description: Application of probability theory and statistics to engineering
problems, distribution theory and discussion of particular distributions of interest
in engineering, statistical estimation and data analysis. Illustrative statistical
applications may include quality control, linear regression, and analysis of
engineering data sets.
b. Pre-requisites: Either MATH 136, MATH 307 or AMATH 351.
c. This is a required course in the program.
6. Specific goals for the course: In this course students will learn the basic fundamentals of
probability and statistics. This course is designed to not only introduce students to the
basics, but to develop students probabilistic and statistical intuition for application in
their discipline.
a. Specific outcomes: At the end of the course students will be able to do the
following:
i. Identify various probability distributions.
ii. Calculate basic statistical measures.
iii. Design and perform hypothesis tests and other evaluative tests.
iv. Analyze a problem in which they are able to apply at least 3 different
topics from the class.
v. Learn a statistical software package.
b. Criteria 3 outcomes addressed by the course:
a. An ability to apply knowledge of mathematics, science, and engineering.
b. An ability to design and conduct experiments, as well as analyze and interpret
data.
e. An ability to identify, formulate, and solve engineering problems.
i. A recognition of the need for, and 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.
l. An understanding of the integrated, inter-disciplinary nature of the discipline.
7. Brief list of topics covered:
Probability: Sample Spaces and Events, Counting Techniques
Discrete Random Variables and Probability Distributions
Page 162
Continuous Random Variables and Probability Distributions

Random Sampling and Data Description
Point Estimation of Parameters
Statistical Intervals for One & Two Sample
Hypothesis Testing for One & Two Sample
Page 163
Course Syllabi Part II: Upper Division

Departmental Courses (see Appendix F for
new curriculum syllabi)
Page 164
CEE 306Construction Engineering I

Catalog Description Introduction to construction engineering, planning,
methods, contracts, and specifications. Scheduling
manually and by using computer software.
Production estimates; equipment selection;
ownership and operating costs; role of the engineer in
construction and cost estimating.
Credits 3
Contact Hours 3
Lab/Quiz Section false
Text Managing the Construction Project by Frederick E.
Gould, Prentice-Hall, Inc. (optional). Handouts
provided by instructor. OR Construction
Management (4th ed.) by Halpin and Senior. Online
media as well.
Coordinator(s) Steve Muench, Kamal Ahmed
Prerequisites Junior Standing
Learning Objectives
Describe construction contract types, contractual elements, pricing schemes, and typical
project delivery methods including advantages/disadvantages and appropriate use.
Calculate basic productivity for typical construction labor and equipment.
Read and interpret construction plans and specifications.
Schedule a construction project using software and identify the critical path and task float
times.
Estimate a construction work package using software or current estimating reference

sources.
Discuss importance of, governing regulations and methods of implementation for

construction safety, environmental controls, and sustainability considerations.
ABET Outcomes
(f) an understanding of professional and ethical responsibility
(j) a knowledge of contemporary issues
Page 165
(m) proficiency in a minimum of four (4) recognized major civil engineering areas
(n) an understanding of professional practice issues such as: procurement of work, bidding
versus quality-based selection processes, how the design professionals and the construction
professions interact to construct a project.
Course Topics
1. Construction contracts and delivery methods.
2. Contractual elements.
3. Plans and specifications.
4. Scheduling.
5. Estimating.
6. Project control.
7. Construction methods.
8. Productivity.
9. Safety.
10. Environmental regulations.
11. Green construction.
12. Current events.
Page 166
CEE 316Surveying Engineering

Catalog Description Measurement and mapping techniques. Computer
adjustment of measurements, analysis of error.
Horizontal and vertical control. Global and plane
coordinate systems, transformation.
Horizontal/vertical curve computations, layout.
Earthwork and volume measurements, computations.
Leveling and datum considerations, photogrammetry,
GPS, GIS, remote sensing, cadastral surveys, and
construction surveys. Prerequisite: Either MATH
126, MATH 134, MATH 135, or MATH 136;
recommended: statistics. Offered: A
Credits 4
Contact Hours 4
Text Elementary Surveying, 9th ed., Wolf-Brinker,
Harper-Collins, 1994
Coordinator(s) Kamal Ahmed, Joe Mahoney
Learning Objectives
Students will gain the necessary skills to adjust and operate modern surveying instrument.
Students will learn the importance of learning about coordinates and coordinate systems.
Students will learn how to perform complicated surveying computations and check their
work with computer software
Students will gain a realistic experience of working in a surveying crew under the
supervision of a chief. That will also improve their group-work and communication skills
Students will learn about modern technologies that are related to surveying such as GPS,
GIS, and Remote Sensing.
Students will practice on performing a project in a professional matter, including writing a
professional report.
ABET Outcomes
(b) an ability to design and conduct experiments, as well as to analyze and interpret data
Page 167

(i) a recognition of the need for, and an ability to engage in life-long learning
Course Topics
1. Coordinate Geometry and computations
2. Horizontal control: establishing and adjusting a traverse
3. Vertical control: establishing new bench marks by differential leveling
4. Horizontal and vertical curves: design and layout.
5. Construction surveys: surveys in a construction site, construction surveying equipment and
techniques.
6. Coordinate systems: geodetic, universal, state plane, and surveys of the public lands
7. Topographic surveys and mapping
8. The Global Positioning Systems (GPS)
9. Theory of errors
10. Earthwork computation: profile, cross section, and borrow-pit leveling
Page 168
CEE 320Transportation Engineering I

Catalog Description Study of vehicular transportation fundamentals
including geometric design, pavement design, traffic
flow concepts, level of service analysis, intelligent
transportations systems, travel demand prediction
methods, and management of transportation systems.
Includes a review of relevant vehicle operating
characteristics. Prerequisite: either MATH 126,
MATH 134, MATH 135, or MATH 136; PHYS 121
Credits 3
Contact Hours 3
Text Mannering, F. and W. Kilareski (1998) Principles of
Highway Engineering and Traffic Analysis, John
Wiley & Sons, New York, NY (2nd Edition), 340
pages.
Coordinator(s) Yinhai Wang, Anne Goodchild
Learning Objectives
The goal of this course is to provide students with a solid introduction to the principles of
transportation engineering, with emphasis on roadways and management of transportation
systems. With the instructions, assignments, and projects in this course, students are expected
to obtain a general understanding of principles and state of art in transportation engineering
and to build up a solid foundation for further studies in advanced transportation issues.
Specific learning objectives are as follows:
Initiate students thinking on critical transportation issues in daily life;
Provide students a basic understanding of the factors influencing vehicle performance;
Familiarize students with the elements involved in geometric design and the safety
concerns that motivate vertical curve length and horizontal curve design;
Give students a basic understanding of factors to be considered in pavement design;
Provide students a basic understanding of queuing theory and familiarity with the
deterministic and probabilistic assumptions made for arrivals and departures in queuing
analysis;
Familiarize students with the elements of signal timing, terminology, and signal timing
theory; and
Know how to apply the Highway Capacity Manual methods for capacity analysis.
Page 169
ABET Outcomes
(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 multi-disciplinary teams
Course Topics
1. General introduction on roadway transportation;
2. Road vehicle design and performance: resistance, acceleration, deceleration, braking
theory, and fuel consumption;
3. Geometric design: sight requirements, superelevations, and horizontal and vertical
alignments;
4. Pavement design: design of flexible pavements and design of rigid pavements;
5. Elements of Traffic Analysis: queuing theory, applied queuing models (D/D/1, M/D/1,
M/M/1, M/M/N), and traffic delay computations;
6. Traffic Analysis at Signalized Intersections: D/D/1 queuing, probabilistic arrivals, and
traffic signal timing; and
7. Level of Service Analysis: basic freeway segments, and multilane highways, and rural
two-lane highways.
Page 170
CEE 342Fluid Mechanics

Catalog Description Elementary mechanics of incompressible fluids.
Hydrostatics. Continuity, energy, and momentum
equations. Introduction to potential flow. Resistance
phenomena for laminar and turbulent flows. Dynamic
similitude. Prerequisite: CEE 220; M E 230; PHYS
122. Offered: A.
Credits 4
Contact Hours 4
Text Munson, Fundamentals of Fluid Mechanics, Sixth
Edition,
Wiley, New York, 2009
Coordinator(s) Alexander Horner-Devine, Jim Thomson
Learning Objectives
and problem-solving techniques associated with conservation of mass, energy and
momentum in ideal fluids, and with applications involving real fluid flow in closed
conduits.
Students will have gained experience in performing experiments and analyzing their
results based upon course concepts
ABET Outcomes
(a)
(b)
(e)
(g)
(k)

an ability to design and conduct experiments, as well as to analyze and interpret data
an ability to communicate effectively
an ability to use the techniques, skills, and modern engineering tools necessary for
Course Topics
1. Fluid properties, manometry, fluid forces on plane areas, buoyancy (1.5 weeks)
2. Control volume; Reynolds transport theorem, continuity, 1-D flow (1.5 weeks)
Page 171
3. Energy equation and applications, linear momentum and applications (2.5 weeks)
4. Boundary layer concepts, dimensional analysis and dynamic similitude (1.5 weeks)
5. Uniform flow in closed conduits, flow in pipes, head losses, open conduits (2.5 weeks)
6. Lab topics: Continuity Equation Flow Meter Calibration ,Energy Equation
Demonstration, Hydraulic Jump, Head Loss in a Pipe (1 hour each in lab)
Page 172
CEE 345Hydraulic Engineering

Catalog Description Extension and application of fluid mechanics
principles to hydraulic engineering problems. Open
channel flow, pipeline systems, turbomachinery,
unsteady flow in pipes, diffusion and mixing
processes, groundwater, surface water hydrology.
Prerequisite: CEE 342. Offered: WSp.
Credits 4
Contact Hours 4
Text Coursepak of readings from Applied
Hydrogeology, by C.W. Fetter, and Groundwater
Contamination, by Bedient et al., 2000.
Fundamentals of Fluid Mechanics (6th ed); Munson et
al. Wiley, 2009.
Coordinator(s) Mark Benjamin, Jessica Lundquist
Learning Objectives
Develop an ability to apply the fundamental concepts from fluid mechanics to describe
processes related to surface and groundwater hydrology, open channel flow, and pipe and
pumping systems. This ability is demonstrated by solving well-posed, closed-ended
homework and exam problems.
Demonstrate an ability to apply fundamental concepts and problem-solving techniques to
solve "real-world" problems. This ability is demonstrated by working in groups to develop
solutions for open-ended problems.
Evaluate laboratory measurement errors and uncertainties and their impacts on engineering
predictions. This is accomplished by collecting data in laboratory experiments on open
channel flow, pumps and piping systems and then using this data to complete calculations
related to these systems. The laboratory reports and calculations are graded.
Page 173
ABET Outcomes
Course Topics
1. Probability, statistics, precipitation and methods for describing precipitation data (2
weeks)
2. Surface runoff, streamflow hydrographs, methods for predicting streamflow (2 weeks)
3. Groundwater recharge, groundwater flow, well hydraulics (2 weeks)
4. Open channel flow, specific energy, water surface profiles (2 weeks)
5. Flow in closed conduits, pipe systems, pumps and pump characteristic curves (2 weeks)
Page 174
CEE 350Environmental Engineering Water and Air Quality

Catalog Description Description of water and air resources and parameters
that characterize their quality, how their use alters
their properties. Mass and energy balances as they
apply to environmental systems. Global environment
change. Basics of aquatic chemistry and
microbiology applied to municipal water and
wastewater treatment operations. Air quality and
treatment fundamentals. Prerequisite: CHEM 142;
either MATH 126, MATH 134, MATH 135, or
MATH 136. Offered: Sp.
Credits 4
Contact Hours 4
Text Introduction to Environmental Engineering and
Science, Gilbert Masters. 2nd ed. 1997.
Coordinator(s) Gregory Korshin, Michael Brett
Learning Objectives
1.
Learn about major compartments of the environment, effects of global and local
hydrological and related cycles on them;
2.
Identify established and emerging environmental threats and understand the nature of
environmental regulations as applied to the practice of environmental engineering;
3.
Apply mass balance models to a wide range of environmental contaminant problems,

including those in surface water, ground water and air;
4.
Apply the concepts of chemical equilibria, stoichiometry and kinetics to solving problems
typical for environmental engineering;
5.
Understand the fundamental concepts of major environmental problems (acidification, air

pollution, biological oxygen demand, eutrophication, wastewater treatment and nutrient
removal, climate change, resource recovery and sustainability) and the quantitative
approaches commonly used to characterize them.
6.
Understand major aspects of current and emerging technologies for air and water
treatment;
7.
Understand the fundamental resource exploitation paradoxes in environmental

engineering and science and their role in global and local sustainability;
8.
Understand the nature of and approaches to address local environmental (e.g., Pacific
salmon and it decline; issues related to the Hanford nuclear site) and global problems
(e.g., CO2 sequestration, persistent organic pollutants, nuclear wastes).
Page 175
ABET Outcomes
Course Topics
1.
Unit 1. Compartment of the environment. Hydrological cycles. Units of measurements.

Mass and energy balances. Steady and transient system states. CSTR, PFR and MRF
reactors.
2.
Unit 2. Fundamentals of environmental chemistry. Stoichiometry and chemical equilibria.

Acid/base systems. Solubility of gases and the carbonate system. Persistent organic
pollutants and radionuclides. Environmental hazards. Environmental regulations and
standards.
3.
Unit 3. Water pollutants and water quality parameters. Microbiological processes in

water. Oxygen consumption and BOD. C-BOD, N-BOD and nitrification. Reaeration and
oxygen sag. Streeter-Phelps model.
4.
Unit 4. Nutrients. Processes in lakes and stratification. Eutrophication and Redfield ratio.
Phosphorus and nitrogen controls. Modeling of phosphorus and nitrogen in water.
5.
Unit 5. Surface water and groundwater. Aquifers and their recharge. Groundwater
physics and chemistry. Hydraulic gradient, D'Arcy law and contaminant
retardation. Drawdown and capture zones. Pump and treat operations.
6.
Unit 6. Surface water quality. Drinking water treatment technologies. Microbiological

contaminants and disinfection. Coagulation. Desalination. Membrane reactors.
Wastewater treatment concepts and operations. Microbiological reactors for wastewater
treatment. Solid municipal and hazardous wastes.
7.
Unit 7. Compartments of the atmosphere. Air pollution. Criteria pollutants. Emission

controls. Indoor pollution. Basics of air quality modeling. Stratospheric ozone and
CFCs.
8.
Unit 8. Global environmental change and sustainability. Limits of global sources and
sinks. Greenhouse gases. Schemes for CO2 sequestration. Resource recovery and cycling
Page 176
and elements of lifecycle assessment. Alternative energy sources and associated

challenges.
Page 177
CEE 360Sustainability in Civil Engineering

Catalog Description CEE360 is a survey course intended to give students
a broad overview of select topics that are relevant to
sustainability in civil engineering. These include
engineering economics, wind energy, solar energy,
air quality, low tech solutions and sustainability
assessment. The intent is to provide meaningful
exposure to a major idea (sustainability) that is now
driving many decisions in modern civil engineering.
By no means is this course comprehensive, but it
should serve as an interesting introduction to some
increasingly important topics.
Prerequisite: either MATH 125, MATH 134, MATH
135, or MATH 136; PHYS 121; CHEM 142.
Offered: Sp.
Credits 3
Contact Hours 3
Lab/Quiz Section False
Text None
Coordinator(s) Steve Muench, Joe Mahoney, Tim Larson
Learning Objectives
Evaluate alternatives using standard engineering economics methods.
Describe the context of 21st century engineering to include: world population, resource
demand, climate change, human development and effects.
Define "sustainability".
Describe wind and solar energy to include methods of generating energy, required
infrastructure, and permits.
Evaluate competing alternative energy projects given typical constraints.
Describe air pollution to include regulated pollutants, why they are regulated, permits,
and emissions trading.
Describe systems for evaluating sustainability including LEED and Greenroads.
Describe sustainable engineering systems for the developing world.
Page 178
ABET Outcomes
Course Topics
1.
Introduction and context for sustainability
2.
Engineering economics
3.
Energy (solar and wind focus)
4.
Air pollution
5.
Measurement systems for sustainability
6.
Developing world sustainable civil engineering
Page 179
CEE 363Constructional Materials

Catalog Description General treatment of physical and mechanical
properties and engineering behavior of metallic and
nonmetallic materials. Steel, aluminum, asphalt
concrete, Portland cement concrete, wood.
Laboratory testing, instrumentation, and investigation
into macrobehavior. Correlation with microstructure
and various aspects of materials science. Prerequisite:
CEE 220.
Credits 4
Contact Hours 5
Text Materials for Civil and Highway Engineers Derucher, Korfaitis, and Ezeldin
Design and Control of Concrete mixtures - Kosmatka
and Panarese
Coordinator(s) Donald Janssen, Joe Mahoney
Learning Objectives
The students develop an understanding of the behavior of construction materials including
carbon steel, stainless steel, aluminum, asphalt concrete, Portland cement concrete, and
wood.
The students develop sufficient understanding of the theoretical behavior of metals as well
as brittle and ductile composite materials in order to expand their applied understanding of
material behavior to cover a range of applications.
The students become familiar with standard laboratory quality-control tests, including the
interpretation of the test results along with standard tests (ASTM and AASHTO) and
specifications.
The students write technical reports covering the behavior of construction materials. The
students analyze class results as part of the report, and present those results in an organized
manner. Comparisons between expected behavior (specifications) and observed behavior
are to be made.
The students work in groups, and divide responsibilities for lab work among themselves.
ABET Outcomes
Page 180
(c) an ability to design a system, component, or process to meet desired needs within realistic
Course Topics
1. Atomic structure of metals: Hardness testing
2. Steel manufacturing: Rockwell hardness test, brittle fracture of metals
3. Properties of steel: Steel-carbon content, alloys, other metals, stress-strain curves and the
major tensile, hardness, brittle fracture properties
4. Composites: Bituminous materials, asphalt concrete, specific gravity measurement
5. Portland cement concrete: Composition of concrete
6. Concrete Mixture Proportioning Cast W/C Concrete Mixtures: Properties of concrete,
concrete testing
7. Portland cement: Chemical admixtures, pozzolanic Admixtures
8. Placing and finishing: Curing of concrete, concrete durability
9. Wood as a composite material: Behavior of wood, mechanical properties of wood
10. Lumber classifications: Grading rules
Page 181
CEE 366Basic Soil Mechanics

Catalog Description Introduction to basic soil properties, soil
classification, volumetric relationships, compaction,
consolidation, soil rheology, shear strength, and an
introduction to settlement and stability of
foundations. Prerequisite: CEE 220; CEE 342.
Offered: WSp.
Credits 4
Contact Hours 4
Text An Introduction to Geotechnical Engineering, 2nd
Edition, R. Holtz, W. Kovacs, and T. Sheahan
Coordinator(s) Pedro Arduino, Steve Kramer, Joe Wartman
Learning Objectives
To develop an appreciation of soil as a vital construction material, and of soil mechanics

in the engineering of civil infrastructure.
To understand the basic geologic process by which soil deposits are formed, and to
understand the impacts of those processes on the geometry, behavior, and spatial
variability of soil deposits.
To develop an understanding of the relationships between physical characteristics and

mechanical properties of soils.
To understand the effects of groundwater conditions on soil behavior, and of the

influence of loading rates on those effects.
To understand and experience experimental measurement of the physical and mechanical

soil properties commonly used in engineering practice.
To understand and be able to apply the modeling and analysis techniques used in soil
mechanics: (a) Soil classification methods; (b) Compaction techniques; (c) Darcy's Law
and flow-nets for seepage; (d) consolidation models for load-time-deformation responses
of soils and settlement calculations; (e) Mohr-Coulomb models for shear strength
behavior of soils; and (f) bearing capacity and lateral stresses against retaining structures
To develop good technical reporting and data presentation skills.
ABET Outcomes
Page 182

Course Topics
1. Week 1 - Introduction of soils as an engineering material. Soil formation Origin
2. Week 2 Soil Classification
3. Week 3 Soil Structure
4. Week 4 Soil compaction
5. Week 5 Seepage through soils
6. Week 6 Consolidation theory
7. Week 7 Settlement calculation
8. Week 8 Stresses in soils and failure criteria
9. Week 9 Shear strength of soils. Strength of Sands and Clays under drained and undrained
conditions
10. Week 10 Applications and introduction to Foundation Engineering
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CEE 379Elementary Structures I

Catalog Description Fundamental analysis and modeling of civil structural
systems (trusses, beams, and frames), including
design applications. Equilibrium, kinematics, and
constitutive relations; formal solution procedures
emphasizing element-based stiffness methods;
computer-based and manual techniques; verification
and interpretation of results; case studies involving
local structures. Prerequisite: CEE 220. Offered:
ASp.
Credits 4
Contact Hours 4
Text None
Coordinator(s) Jeff Berman, Marc Eberhard, Gregory Miller
Learning Objectives
To develop an ability to model, analyze, and interpret the behavior of fundamental classes
of structures (trusses, beams and frames) using tools of linear analysis (matrices,
computer-based matrix manipulators, and computer-based structural analysis software).
To develop experience with structural modeling in order to know what to predict from an
analysis, and how to generate approximate results by hand.
To develop an understanding of and an ability to apply the fundamental ingredients of
structural mechanics: Equilibrium, kinematics, and constitutive relations.
To gain an appreciation/enthusiasm for the field of structural engineering.
ABET Outcomes
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Course Topics
1. Foundations: Touch points with Statics and Mechanics of Materials; Structural Mechanics
= Equilibrium + Kinematics/Compatibility + Constitutive Relations. (1 week)
2. 1-Dimensional Spring Systems: Linear algebra as the natural language of linear systems
analysis; computers as the natural tool for doing linear algebra calculations; Matrix-based
system modeling. Behavior and modeling of linear structural systems. Misfit and
constraints. (2 weeks)
3. Truss Systems: Trusses = 1-D Spring Systems + Geometry. Consideration of loading. (2
weeks)
4. Beam Systems: Beams = 1-D Spring Systems + multiple degrees of freedoms per node
(rotations and translations). (2 weeks)
5. Frame Systems: Frames = Beams + Geometry (+ additional complications in 3D) (3
weeks)
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CEE 380Elementary Structures II

Catalog Description Structural design concepts, approaches, procedures,
and codes. Characterization and determination of
leads (dead, live, seismic, wind, etc.) Structural
systems and system behavior (load paths, lateral and
vertical response, failure modes and limit states).
Structural component behavior and design
(composite action, inelastic bending, column
stability, member capacities). Prerequisite: CEE 379.
Offered: WSp.
Credits 4
Contact Hours 4
Text None
Coordinator(s) Jeff Berman, Charles Roeder, John Stanton
Learning Objectives
Students should obtain an appreciation that design is a complex, often ill-defined problem
with no one correct answer, requiring considerations of safety, serviceability,
functionality, aesthetics, politics and economics. Structural analysis is only one small, and
relatively simple, part of design.
Students should become familiar with current code formats, and common code design
approaches such as ASD and LRFD.
Students should be able to use a computer program to determine forces in a member and
check that these forces are reasonable using more approximate analysis methods.
Students should be able to determine the likely critical forces on a structure due to
common types of loading, and determine where the forces should be placed to determine
the critical demands on a particular member.
After finding the loads on a structure, students should be able to use approximate analysis
to estimate the demands on a particular member, and determine the required member size
knowing the member capacity for different structural limit states.
Students should understand how member ductility is essential for many design situations,
and should be familiar with basic plastic design.
Students should be familiar with different structural forms for buildings (moment frames,
braced frames) and bridges (beam, truss, arch, suspension, cable-stayed), know how the
force is transferred through them, and be able to determine approximate required member
sizes.
Students should understand the consequences of inadequate design, and become familiar
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with new developments in concepts, materials and technology to design structures.

ABET Outcomes
realistic constraints such as economic, environmental, social, political, ethical, health and
safety, manufacturability, and sustainability
Course Topics
1. Introduction to Design (1/2 week)
2. Methodologies & Codes (1/2 week)
3. Use of Structural Analysis Computer program (1/4 week)
4. Loads - Dead, Live (reduced, influence lines), Wind, Earthquake, Snow, Ponding, Blast,
Horizontal soil/water pressure (4 weeks)
5. Approximate Design & Structural Form (3 weeks)
6. Load Paths (1/4 week)
7. Design Against Collapse - Failure modes/Plastic design (1-1/4 week)
8. The Future (1/4 week)
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CEE 391Graphics Communication and Computer-Aided Design

Catalog Description Introduction to graphics communication and
computer-aided design tools to manipulate drawings,
data, and geometric representations in civil
engineering applications. Prerequisite: either MATH
124, MATH 134, MATH 135, or MATH 136.
recommended CEE 316.
Credits 3
Contact Hours 4
Text None
Coordinator(s) Eric Beatty, Gregory Miller
Learning Objectives
Students will be able to produce and modify AutoCAD drawings suitable for basic CEE
applications.
Students will be able to work with structured geometric description-based tools.
Students will be able to use MatLab to set up and solve civil engineering problems using
common numerical analysis techniques.
Students will be prepared to use MatLab for general matrix analysis ini subsequent courses
involving matrix analysis.
ABET Outcomes
Course Topics
1. Using AutoCAD (5 weeks)
2. Using MatLab (5 weeks)
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CEE 392Basic Civil Engineering Computing

Catalog Description Introduction to computer-based methods in civil and
environmental engineering problems using Matlab.
Prerequisite: CEE 220.
Credits 1
Contact Hours 2 (6 weeks only)
Lab/Quiz Section 0
Text NA
Coordinator(s) Gregory Miller
Learning Objectives
To establish a basic understanding of MatLab as an engineering and computational tool.
To establish a familiarity with the MatLab programming environment (syntax, basic

commands, plotting, functions)
To develop and understanding of and to gain experience in routine computer

programming concepts in the MatLab environment such as loops, functions and
structures
To develop and understanding of how standard mathematical and engineering problems

can be solved numerical with a powerful programming tool.
ABET Outcomes
Course Topics
1.
Basic Skills (discussed formally in first two weeks, practiced throughout the quarter)
o
vector/matrix operations
using scripts
basic programming
branching and iteration
functions
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2.
3.
4.
5.
6.
7.
Computational Analysis Framework

o
translating matrix formulations into MATLAB solutions
converting one-off scripts into reusable functions
using functions with external iteration to do parameter studies
Basic Data Analysis

o
reading in data
plotting
least squares fit
Monte Carlo Simulation

o
exposure to modeling non-deterministic systems
example simulations: particle settlement in fluid, vehicle loads on bridges
demonstrated advantage of vectorized calculations versus manual for loops
3D Data Analysis
o
contour and surface plots of z = f(x, y)
applications to cut/fill analysis, stress fields
Numerical Integration
o
simple quadrature (cross section property calculation application via image

processing)
Euler's rule for f'(t) = g(f, t) (earthquake record applications)
Numerical Differentiation
o
forward, backward, and centered difference schemes
traffic speed application via simple image sequence processing
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CEE 404Infrastructure Construction

Catalog Description Basic concepts of large infrastructure construction
projects including planning, scheduling, life-cycle
cost analysis (LLCA), construction coast, logistics,
productivity and, where applicable, traffic impacts.
Uses currents and prototype industry software and
involves direct contact with agency and contractor
personnel involved in infrastructure projects.
Prerequisite: CEE 306
Credits 4
Contact Hours 4
Lab/Quiz Section No
Text None. Students do required reading from online
sources, including refereed journal articles, videos,
etc.
Coordinator(s) Muench
Learning Objectives
Communicate engineering design in a clear, concise and effective format both in oral
presentation and written report.
Exercise critical thinking by making engineering judgment decisions based on real-world

information that is often inconsistent or incomplete.
Discuss the general infrastructure condition in the U.S. and Washington State and costs
(in both time and money) associated with its construction and maintenance
Describe transportation infrastructure construction methods, logistics, and productivity.
Calculate urban freeway paving productivity and associated traffic impacts and costs
(both construction costs and lifecycle costs) using state-of-the-art software.
Develop and assess the methods, productivity, traffic impacts, costs, and other
considerations for a major urban freeway paving project.
Course Topics
1.
Infrastructure overview
2.
Construction productivity and logistics review
3.
HMA, PCC, CSOL construction and case studies
4.
Software introduction and use: CA4PRS, HIPERPAV, RealCost
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5.
Traffic impacts
6.
Cost estimating
7.
Life cycle assessment (LCA) and Lifecycle Analysis (LCA)
8.
Final project presentations
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CEE 410Traffic Engineering Fundamentals

Catalog Description General review of the fundamentals of traffic
engineering, including their relationship to
transportation operations management and planning,
with emphasis on calculations and procedures in the
Highway Capacity Manual; field surveys and data
analysis. Prerequisite: CEE 320.
Credits 3
Contact Hours 3
Lab/Quiz Section No
Text Selections from the Highway Capacity Manual (2010
Edition), A Policy on the Geometric Design of
Highways and Streets (AASHTO Green Book, 6th
Edition, 2011), and other journal articles and
manuals.
Coordinator(s) Yinhai Wang
Learning Objectives
By the end of the course, students should:
Have a deeper understanding of transportation engineering principles relating to design

and operations analysis of facilities.
Gain a base level of proficiency using software analysis tools like Synchro and HCS to
perform operations analysis.
Have an understanding of geometric design components as they relate to intersection

design and safety.
Gain experience in data collection and analysis and/or field surveys.
Course Topics
1. Freeway Weaving and Ramps Analysis advanced topics beyond basic freeway
segments
2. Highway Capacity Software (HCS) learn to use the latest edition of this software which
implements Highway Capacity Manual methodology
3. Transportation Statistics sampling, game theory and Nash equilibrium as applied to
travel demand forecasting, user vs. system equilibrium.
4. Travel Demand Forecasting introduction to the four-step method, trip distribution and
assignment examples and class activities
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5. Collision rates and analysis

6. Advanced Geometric Design concepts offtracking, spiral and transition curves
7. Intersection Capacity and Level of Service (LOS) minor review of intersection concepts
8. Unsignalized Intersections and Roundabouts overview of gap theory, factors affecting
capacity
9. Synchro (software to analyze transportation networks)
10. Traffic Signal Warrants analysis of unsignalized intersections for signalization
11. Manual on Uniform Traffic Control Devices (MUTCD) guest lecture on signage,
policy, and responsibility of professionals to be active in professional groups or bodies
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CEE 412Transportation Data Management

Catalog Description
Credits
Contact Hours
Lab/Quiz Section
Text
Coordinator(s)
In recent years, traffic detectors have been intensively

deployed in major highway systems across the country.
These sensors generate tremendous traffic data that are
extremely valuable for traffic management, travel demand
forecasting, pavement design, and traffic control. How to
manage the data efficiently and produce the most useful
information out of them have been crucial challenges
faced by transportation professionals.
This course introduces important concepts of database
design and application. Popular database and analytical
tools are introduced and demonstrated using traffic sensor
data, roadway geometric data, and traffic accident data.
3
3
0
Course package put together by the instructor
Yinhai Wang
Learning Objectives
The main objective is to introduce modern concepts, algorithms, and tools for transportation
data management and analysis. With the instructions, assignments, and projects in this
course, students are expected to learn:
database design theories;
analytical methods for capacity, safety, and time series analyses; and
skills on popular software tools for transportation data management and analysis.
Course Topics
Data management and analysis are essential for modern transportation engineers. The
Workforce Challenge report developed by Transportation Research Board in 2003 clearly
identified data management and analysis as new skills increasingly needed by
transportation agencies. However, such a course is not included in traditional curriculums of
transportation engineering program. This course intends to fill up the gap and help
transportation students develop data management and analysis skills through lectures,
assignments, and projects. Specific topics are as follows:
1.
Spreadsheet Data Analysis
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2.
3.
4.
5.
Import text data to spread sheet;
Implement computational algorithms using Microsoft Excel worksheet functions;
Use Goal Seeker and Solver for system optimization; and
Develop graphics for data presentation and discussion.
Relational Database Design

o
Relational database concepts, such as Boyce-Codd Normal Form (BCNF) and the
Third Normal Form;
Expression of real-word data relationships using E/R diagram;
E/R diagram for relational database design;
Conversion of E/R diagram into relational database schema; and
Data query and management using SQL.
Data Management
o
Query development and report generation using Access;
Microsoft SQL Server database administration;
Relational database designs in Microsoft SQL Server;
Data Analysis
o
Transportation statistical analysis using R,
Application of the Highway Capacity Manual for roadway capacity analysis;
Traffic sensor data based highway capacity analysis;
Traffic accident modeling and model calibration procedure; and
Time series analysis methods for transportation applications.
Online Data Presentation

o
Microsoft Expression Web for website design and development;
Microsoft ASP.NET technology for online data management and analysis;
XML for data exchange; and
Web-based transportation data sharing and online analysis.
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CEE 416Urban Transportation Planning and Design

Catalog Description Brief review of major issues in urban transportation
planning. Planning process discussed and
transportation models introduced. Understanding of
why people travel and the land use-transportation
connection as well as other contemporary issues.
Project evaluations, decision making process in
planning and new methods in policy evaluation. A
group term project utilizes material presented on a
contemporary problem. Multiple group presentations
and discussion forums. Prerequisite: CEE 327.
Offered: A.
Credits 3
Contact Hours 3
Text Fall of 2012 I compiled a course reader that has my
own writing, as well as from other sources including
government sources, journal articles etc.
Coordinator(s) Cynthia Chen
Learning Objectives
The students will learn the transportation planning process. An appreciation of
transportation trends and issues is used to help define transportation problems.
Students will understand the important link between transportation and land use.
Students will learn how data is collected and used in the planning process.
Students will understand the various policies available to address transportation issues.
Students will gain an appreciation of the impacts that transportation projects have on the
quality of life and the society as a whole.
Students will understand how transportation projects and programs are evaluated and
financed.
Students will know the complex series of steps necessary to implement projects and
programs. Issues of equity in implementation will be part of this experience.
Students will be introduced to contemporary issues in transportation as well as new
solutions and methods.
Course Topics
1. Urban transportation planning process.
2. Conformity process
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3. Financing
4. Public involvement
5. Why and how do people travel?
6. Travel demand forecasting
7. Understanding elasticity
8. Travel and the built environment
Group student presentation and discussions
9. Safety and the built environment
10. Parking
11. Multi-criteria project evaluation
12. Decision making in transportation planning
13. New methods in policy making
Group presentations and discussions
Final exam
Page 198
CEE 421Pavement Design

Catalog Description Current and developing procedures for the structural
thickness design of pavements. Bituminous and
concrete pavements for highways, airports, and
special heavy loading. Elastic layered systems, slab
theory. Performance evaluation for maintenance and
overlay design.
Credits 3
Contact Hours 3
Text Pavement Interactive Online and WSDOT documents
Coordinator(s) Joe Mahoney, Steve Muench
Learning Objectives
Each student will demonstrate a working knowledge of the terminology and mechanics
associated with designing and constructing flexible and rigid pavements.
Students will gain knowledge of accepted state and national practices for designing
new/reconstructed pavements and pavement rehabilitation.
Students will have accumulated practice in various pavement topics including frost design,
mechanistic-empirical design, new/reconstruction structural design.
Students will present work for grading in an organized manner with proper citations,
references.
Students will gain knowledge of relevant test methods and specifications required for
pavement design in the State of Washington.
Course Topics
1. Introduction to Pavements (Terminology, State and National Statistics, Identification of
Significant References such as WSDOT Standard Specifications)
2. Characterization of Loads
3. Pavement Materials (Types of Materials, Test Methods, Properties, Specifications)
4. Environmental (Climate Related Factors such as Temperature, Rainfall)
5. Pavement Responses (Stress, Strain, Deflection of Flexible and Rigid Pavement Systems,
Layered Elastic Systems, Airport Applications)
6. AASHTO Flexible Design
7. AASHTO Rigid Design
8. Pavement Maintenance and Rehabilitation
9. Pavement Construction (Focus is on specification requirements and why those
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requirements exist.)
10. Life Cycle Costing and a limited introduction to Life Cycle Assessments.
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CEE 424GIS for Civil Engineers

Catalog Description GIS in civil engineering applications. Geographic
and spatial data types and acquiring considerations.
Data models and structures. Projections and
transformations. Surfaces and near neighbors.
Training on Arc GIS software. Recommended: CEE
316.
Credits 3
Contact Hours 3
Lab/Quiz Section Yes
Text Getting to Know ArcGIS, ESRI press
Coordinator(s) Kamal Ahmed
Required/Selected Elective Elective
Learning Objectives
Each student will gain knowledge of concepts and theory of GIS as applied to civil and
environmental Engineering.
Students will be able to identify problems and issues with data and how to rectify them
Students will practice the use of a GIS software
Students will apply and present their gained knowledge and skills in a project
environment
Students will gain a comprehensive knowledge of how GIS is applied in a professional

practice environment to assist in CEE design and analysis.
Course Topics
1. Definitions of GIS
2. GIS and Data Linkage
3. Types of Geographic Data
4. Acquiring Data
5. Storing Geographical Data
6. Spatial Data Models and Structures
7. Referencing Spatial Data and Map projections
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8. Attribute Based Operations

9. Spatial Analysis and Transformations
10. ArGIS software training
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CEE 425Reinforced Concrete Construction

Catalog Description Processes in constructing reinforced concrete
structures. Identification and development of
solutions to potential constructability problems.
Lectures augmented with industry speakers and a
field trip to a building under construction. Requires
senior or graduate standing in Civil Engineering or
Construction Management and familiarity with
reinforced concrete design/construction. Prerequisite:
a minimum grade of 2.5 in either CEE 428 or CEE
452.
Credits 3
Contact Hours 4
Lab/Quiz Section NA
Text none
Coordinator(s) D. Janssen
Learning Objectives
Understanding of the processes involved in getting a reinforced concrete structure

actually constructed
Recognize various aspects of reinforced concrete construction that could become

potential constructability problems
Develop potential solutions to those problems
Communicate information effectively
Course Topics
1. ElementsofaReinforcedConcreteBuilding
2. ReadingStructuralDrawings
3. TheConstructionProcessWho/whatisinvolvedintheProcess?
4. ElevatedDeckSystems
5. FormingSystems
6. SlabonGrade
7. Tolerances,InspectionandQualityControl
8. Concrete Placing Considerations

9. Surface Finishes
10. Curing in the Real World
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11. Dealing with Congestion Splices, Connectors and Terminators

12. Concrete Workability
13. Concrete Properties and Specifying Concrete Mixtures
14. Green Considerations and LEEDS
15. Surface Finishes
16. Curing in the Real World
17. Dealing with Congestion Splices, Connectors and Terminators
18. Concrete Workability
19. Concrete Properties and Specifying Concrete Mixtures
20. Green Considerations and LEEDS
21. Tilt-up Construction
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CEE 428Lightweight Cementitious Composites

Catalog Description Introduction to process of designing within
constraints and introductory experimental design.
Importance of proper laboratory documentation.
Examines the characteristics of cementitious binders
and elementary composite behavior. Considers
constructability. Interprets pre- and post-cracking
elastic behavior. Organization and production of
technical report the documents work performed.
Offered: A.
Credits 2
Contact Hours 2
Lab/Quiz Section yes
Text none
Coordinator(s) D. Janssen
Learning Objectives
Learn to analyze constraints in order to reduce the number of possible design options.
Understand the advantages and limitations of various cementitious materials.
Understand basic multi-parametric experimental design, including full- and partialfactorial design.
Recognize potential interactions among concrete admixtures.
Understand the basics of composite design and apply that understanding to specific
cementitious composite sections.
Learn to use appropriate laboratory tests to evaluate the various performance

characteristics of the mixtures and composite sections.
Develop an appreciation of the importance of maintaining a lab book.
Expand their writing ability into the area of documenting an experimental program.
Course Topics
1. Standard Procedures
2. White versus Gray Cement
3. Supplementary Cementitious Materials
4. Influence of Gradation
5. Basic Experimental Design
6. Mortar Workability
Page 205
7. Behavior of Cementitious Composites in Flexure

8. Basic Instrumentation Procedures
9. Significance of Failure Modes
10. Pigments, Dyes and Stains
11. Concrete Sealers
Page 206
CEE 431Seismology and Earthquake Engineering

Catalog Description NW Presents an overview of earthquake processes
and details of the characteristics of destructive
ground motion; illustrates the effects of such motion
on engineering structures; reviews current practice in
estimating earthquake hazards for important
structures such as nuclear power plants. Prerequisite:
either MATH 126, MATH 134, MATH 135, MATH
136, or both MATH 307 and MATH 308. Offered:
jointly with ESS 465.
Credits 3
Contact Hours 3
Text Anil S. Chopra, Dynamics of Structures, 2nd Edition,
Prentice Hall, 2000.
Coordinator(s) Dorothy Reed, Charles Roeder
Learning Objectives
Each student will demonstrate a basic working knowledge of the fundamental concepts of
seismology, with a particular emphasis on the Pacific Northwest.
Each student will demonstrate a basic working knowledge of the fundamental concepts of
structural dynamics of single and multi-degree of freedom systems for free vibration and
sinusoidal forcing.
Each student will demonstrate a basic working knowledge of the fundamental concept of
response spectrum analysis of single and multi-degree of freedom systems.
Students will participate in a group analysis of frequency sweep data for a single degree of
freedom model using a small shaking table.
Students will be able to efficiently search for and comprehend source material for
worldwide seismological data.
individually and in group settings.
Students will be able to carry on technical discussions involving concepts in the course.
Course Topics
1. Seismology.
2. Structural dynamics of single and multi-degree of freedom systems.
3. Response spectrum analysis.
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Page 208
CEE 436Foundation Design

Catalog Description Design considerations for foundations and retaining
structures. Subsurface investigations and
determination of soil properties for design. Design of
shallow and deep foundations and retaining
structures. Foundations and soil considerations for
waterfront structures. Prerequisite: CEE 366.
Credits 3
Contact Hours 3
Text Foundation Design, Principles and Practices, 2nd
Edition, Donald Coduto
Coordinator(s) Pedro Arduino, Steve Kramer, Joe Wartman
Learning Objectives
Learn how to investigate the subsurface and determine soil properties required for design.
Recognize the basics of foundation design practice including: settlement prediction,

bearing capacity of shallow foundations, skin and tip resistance of deep foundations.
Understand the characteristics of different deep foundation techniques and be able to

select the most suitable method for a specific site.
Understand the application of the course materials to actual case histories from the
lecturers experience of foundation construction problems.
Learn the basic types of earth support systems.
Be able to approach a foundation design problem as a consultant and determine the prime
geotechnical issues, the preferred investigative approach and design alternatives.
To familiarize students with typical vocabulary and text formatting methods commonly
used in writing professional foundation design reports.
Course Topics
1. Review of Soil Mechanics
2. Subsurface Exploration
3. In-situ tests (SPT, CPT, DMT, PMT, VST, and geophysical tests)
4. Shallow Foundations - Type, bearing capacity and settlements prediction
5. Deep Foundations - Types, capacity prediction and settlement estimation, group of piles,
and non-destructive evaluation of piles
6. Lateral earth pressures - Rankine and Coulomb theory - Culmanns construction method.
7. Retaining walls and braced excavations
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8. Introduction to soil improvement techniques
Page 210
CEE 437Engineering Geology I

Catalog Description General overview of engineering geology and its
importance to civil engineers. Topics include
geologic processes, hazards, subsurface
investigations, classification of geologic materials,
data synthesis, and natural construction materials.
Credits 3
Contact Hours 3
Text Geology Applied to Engineering, West
Coordinator(s) Steve Kramer, Pedro Arduino, Joe Wartman
Required/Selected Elective
Learning Objective
Be able to identify basic minerals and distinguish between sedimentary, metamorphic,

and igneous rocks
Be able to read and understand a geologic map; understand geologic history and the role
of plate tectonics on that history
Be familiar with the tools of geologic site characterization
Understand characterization of fracture geometry using stereographic projection
Be familiar with field techniques for rock strength and deformability, how to estimate
insitu rock stress, and how to relate engineering properties to insitu rock stress
Be familiar with rock wedge stability and its analysis
ABET Outcomes
(a)
(e)

Course Topics
1.
Engineering Properties of Geologic Materials
2.
Structural Geology - Faults, Fold, and Rock Fabric
Page 211
3.
Fractures and Discrete Features
4.
Rock Mass Classification
5.
Geophysical Techniques
6.
Origin and Classification of Soils Deposits
7.
Glacial Geology
8.
Hydrogeologic Principles and Properties
9.
Earthquakes and Volcanos
CEE 440Professional Practice Studio

Catalog Description Fundamentals of integrated civil engineering design,
professional services marketing, project management,
team dynamics, total quality management, value
engineering, professional liability, and applied ethics
in engineering practice. Emphasis on written and oral
communications and on ethical, social, and economic
factors. Prerequisite: Senior Standing
Credits 2
Contact Hours 2
Text None
Coordinator(s) Scott Rutherford
Learning Objectives
Understand the professional and ethical responsibilities of an engineer
Understand issues involved in professional practice
Have knowledge of contemporary issues in civil engineering

ABET Outcomes
Page 212
(n) an understanding of professional practice issues such as: procurement of work, bidding
versus quality-based selection processes, how the design professionals and the
construction professions interact to construct a project
Course Topics
1. Resumes, Interviewing, Salary Negotiations*^
2. Professional Obligations for Ethical Behavior*^
3. No Class: Career Day HUB^
4. Modern Tools of the Civil Engineer*^
5. Consulting Careers*^
6. Planning in CEE: Seattle Case Study*^
7. Legal Aspects of Civil Engineering*^
8. Sustainability: Electric Vehicles
9. Hiring, Firing, Harassment, Ethical Issues*^
10. Elwha Dam Removal and Impacts*^
a. Lectures with an * had an ethics component.
b. Lectures with an ^ had a professional practice component.
Page 213
CEE 441Transportation and Construction Capstone

Catalog Description Comprehensive design project focusing on planning,
design and construction of transportation project such
as highways, transit, and airports. Prerequisite: CEE
320; CEE 440, which may be taken concurrently.
Credits 4
Contact Hours 4
Text Mannering and Kilareski. Principles of highway
engineering and traffic analysis, Second Edition,
1998.
Coordinator(s) Erica Wygonik
Learning Objectives
The primary goal of the course is to present you with an opportunity to work on a realworld transportation project in an environment similar to that you would find at a consulting
firm. The secondary goals are to provide you with an opportunity to make multiple
presentations, write interim reports and a final report, learn project and time management
skills, and work in a team to solve a complex problem.
Students will learn to design highway/roadway transportation systems and subsystems.
ABET Outcomes
Course Topics
1. Horizontal and vertical alignment
2. Traffic control and highway capacity analysis
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3. Roadside design and design policy

4. Pedestrian design
5. Accident analysis
6. Traffic flow and queuing
7. Access management and control
8. Bicycle facility design
9. Complete streets
10. Resolving competing stakeholder interests
11. Team work
12. Public speaking and written documentation of technical work
Page 215
CEE 442Structural Geotechnical Capstone Design Project

Catalog Description Comprehensive team design project focusing on
structural and geotechnical engineering. Requires
design drawings, written reports, and oral
presentations interfacing with related fields such as
aesthetics and architecture, mechanical systems,
traffic, environmental planning. Prerequisites: CEE
440; two courses from CEE 436, CEE 451, CEE 452,
CEE 453, CEE 454, or CEE 457.
Credits 4
Contact Hours 4
Text No Textbook, but a number of design specifications
and references are employed.
Coordinator(s) Dawn Lehman
Learning Objectives
The capstone design class was developed to allow students to use their technical engineering
knowledge and to develop engineering judgment through a one-quarter project. The students
become involved in a project that is similar to what they might encounter in the "real world".
The students work in groups to develop an effective and efficient solution. The specific
objectives for the course are as follows:
To extend the students knowledge of structural engineering including seismic design
To improve presentation skills including use of drawings and models
To increase your exposure to a variety of problems that you might be presented with in
structural engineering
To improve your ability to work in groups
To encourage critical critique of their peers work
ABET Outcomes
Page 216
Course Topics
1. Assessment of Structural Integrity for Gravity (including Snow) and Wind Loading
2. Assessment of Structural Integrity for Seismic Loading
3. Initial Design of Engineering Solution
4. Final Design of Engineering Solution
Page 217
CEE 444Water Resources and Hydraulic Engineering Capstone Design

Project
Catalog Description Individual and group design studies addressing
environmental water resources and hydraulic
engineering problems such as stormwater
management, low impact development, water
resources, conveyance, irrigation, and flood control.
Projects are provided by local consulting engineering
firms or utilities. Prepare proposals, alternative
evaluations, engineering design, and engineering
reports. Team interactions and class oral presentations.
Prerequisite: CEE 345; CEE 440; either CEE 475,
CEE 476, CEE 481, CEE 482, CEE 483, or CEE 484.
Credits 4
Contact Hours 4
Text Course Material is related to the project selected.
Examples of commonly used material from the past
three years are:
King County Stormwater Manual can be found at:
http://www.kingcounty.gov/environment/waterandland/stormwat
er/documents/surface-water-design-manual/hydrologichydraulic-model-software.aspx
Western Washington Hydrology Model can be found

at:
http://www.ecy.wa.gov/programs/wq/stormwater/wwhmtraining/
wwhm/wwhm_v3/index.html or at:
http://www.clearcreeksolutions.com/
Stormwater Management Manual for Western

Washington. WA Department of Ecology, February
2005. Publication Numbers 05-10-029 through 05-10033
Chin, D.A. (2012) Water Resources Engineering, 3rd
Edition, Prentice Hall.
Tchobanoglous, G. and H. Leverenz (2010) A
Practical Guideline to Technical Writing. University
of California, Davis.
Coordinator(s) H David Stensel
Learning Objectives
This capstone course builds on the cumulative experience of all class participants and
integrates material from the CEE undergraduate curriculum needed to affect
environmentally sound and economical designs acceptable to the regional community. Key
contributions are presentation of a final design report that will be treated as if it is the
penultimate report submitted to the principal of the firm preparatory to its being released to
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the client. Formal presentation of the design approach and findings to a public hearing is a
key part of the work that builds extensively on all previous formal technical
communication courses.
The class will learn and experience the process steps to an engineering project report
including (1) submitting a project proposal with project scope, approach and tasks, (2)
evaluation of alternatives and selection of project alternative, (3) final project design and
layout, and (4) final project report. Steps (1) and (2) involve the submittal of interim
project reports for review by the instructor and feed back for the final report.
The ability to work with a project team.
Develop and appreciate engineering report writing skills.
Develop presentations skills by critique of three presentations during the course: project
scope, alternative review and selection, and final project report.
The ability to access and learn new information and fundamentals to enable a solution to
the selected design project.
ABET Outcomes
Course Topics
1. Course is based solely on design projects. Selected lectures and outside speakers are
provided to assist on the project. Project meetings are held with the instructor to review
approach and project progress.
2. Technology evaluations are done on key aspects of the project and included in a
technology background for the project.
3. Individual writing sections are submitted as part of the project report and reviewed and
graded by the instructor.
4. Class participates in writing and presentations review and critiques.
Example of Projects done over the past two years are as follows:
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A. Bullitt Building Sustainable Environment Design (2020 Engineers) System design for
sustainable building including stormwater mitigation with no flow to storm sewers, use of
rainwater for potable water supply and building needs, water treatment and reuse, and human
waste management with no off site wastewater flows.
B. Ebright Park Development (Grey and Osborne Engineers) This project addresses
stormwater mitigation and water quality issues for the conversion of a 12 acre site containing
a wetland to a recreational park with sports fields for the City of Sammanish. Stormwater
mitigation is addressed to provide runoff flows that are close to predevelopment forested
conditions and water quality issues address parking lots contaminants and phosphorus in
stormwater runoff flows.
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CEE 445Environmental Engineering Capstone Design Project

Catalog Description Individual and group design studies addressing
environmental engineering problems such as resource
recovery, stormwater management, water and
wastewater treatment facilities, and residual
processing. Projects are provided by local consulting
engineering firms or utilities. Prepare proposals,
alternative evaluations, engineering design, and
engineering reports. Team interactions and class oral
presentations. Prerequisite: CEE 345; CEE 440;
either CEE 475, CEE 476, CEE 481, CEE 482, CEE
483, or CEE 484.
Credits 4
Contact Hours 4
Text Course Material is related to the project selected.
Examples of commonly used material from the past
three years are:
Tchobanoglous, G., F. Burton, and H.D. Stensel
(2003) Wastewater Engineering: Treatment and
Reuse, 4th edition, McGraw-Hill
Washington State Department of Ecology Reclaimed
Water Regulations
U.S. EPA (2010) Nutrient Control Design Manual,
EPA/600/R-10/100, Office of Research and
Development / National Risk Management Research
Laboratory, U.S. Environmental Protection Agency,
Cincinnati, OH
Tchobanoglous, G. and H. Leverenz (2010) A
Practical Guideline to Technical Writing. University
of California, Davis.
Coordinator(s) H David Stensel
Required/Selected Elective Selected elective
Learning Objectives
This capstone course builds on the cumulative experience of all class participants and
integrates material from the CEE undergraduate curriculum needed to affect
environmentally sound and economical designs acceptable to the regional community. Key
contributions are presentation of a final design report that will be treated as if it is the
penultimate report submitted to the principal of the firm preparatory to its being released to
the client. Formal presentation of the design approach and findings to a public hearing is a
key part of the work that builds extensively on all previous formal technical
communication courses.
The class will learn and experience the process steps to an engineering project report
including (1) submitting a project proposal with project scope, approach and tasks, (2)
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evaluation of alternatives and selection of project alternative, (3) final project design and
layout, and (4) final project report. Steps (1) and (2) involve the submittal of interim
project reports for review by the instructor and feed back for the final report.
The ability to work with a project team.
Develop and appreciate engineering report writing skills.
Develop presentations skills by critique of three presentations during the course: project
scope, alternative review and selection, and final project report.
The ability to access and learn new information and fundamentals to enable a solution to
the selected design project.
ABET Outcomes
Course Topics
1. Course is based solely on design projects. Selected lectures and outside speakers are
provided to assist on the project. Project meetings are held with the instructor to review
approach and project progress.
2. Technology evaluations are done on key aspects of the project and included in a
technology background for the project.
3. Individual writing sections are submitted as part of the project report and reviewed and
graded by the instructor.
4. Class participates in writing and presentations review and critiques.
Examples of Projects done over the past two years are as follows:
A. Energy self-sufficiency for the Port Orchard wastewater treatment plant (City of Port
Orchard). Project addressed alternatives for energy self-sufficiency with no electrical
demand from the grid. Options included converting exiting anaerobic digesters to
codigestion with waste sludge and community food waste. A complete energy audit and
evaluation for the wastewater treatment facility was required.
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B. Water Reclamation for City of Sequim (Grey and Osborne Engineers). The wastewater
treatment facility was evaluated for a retrofit to handle increased capacity and to meet
Class A reclaimed water requirements without adding additional tankage for the
biological treatment process. Alternative effluents suspended solids and disinfection
methods were evaluated as well.
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CEE 451Design of Metal Structures

Catalog Description Introduction to the design and behavior of metal
structures using LRFD concepts. Application of
design methods and codes to columns, beams,
frames, connections, and tension members.
Prerequisite: CEE 380; recommended: CEE 457,
CEE 458.
Credits 3
Contact Hours 3
Text
Coordinator(s) Charles Roeder, Jeff Berman, and Michael Motley
Learning Objectives
The students must demonstrate a working knowledge of the basic concepts of steel design.
They are expected to understand the concepts of load and resistance factor design, and to
demonstrate an ability to design tension members, compression members, flexural
members, and members under combined loading. The will need to demonstrate the ability
to combine these members with several different types of bolted and welded connections.
The students will have been exposed to the concepts of buckling, plastic analysis and
composite design. The buckling will include a range of different buckling types including
flexural buckling, lateral-torsional buckling, and local buckling. For this objective, the
student will have a basic understanding of how these behaviors affect the performance of
members and structures and how these behaviors are controlled. They will not be expected
to be adept in these theories, but they will have a basic understanding of their application
in structural design.
This course is one of several courses that introduces students to the basic concepts that are
needed in the practice of structural engineering. As a result, they will be familiar with and
will use the AISC Load and Resistance Factor Design Manual of Steel Construction.
ABET Outcomes
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Course Topics
1. Introduction to Load and Resistance Factor Design (LRFD): A brief introduction to
probabilistic concepts in design and comparison of LRFD with more historical Allowable
Stress Design methods and Ultimate Strength Design methods.
2. Design of Tension Members: Yielding of the gross section and net section fracture of
members. Effect of slenderness and eccentricity on tension member behavior, and methods
employed to determine the critical net section and the effective net section.
3. Design of Compression Members: Elastic buckling and inelastic or tangent modulus
bucking behavior. Effect of residual stresses and initial imperfections on member
behavior. Application of effective length coefficient for the cases of sidesway prevented
and sidesway permitted to approximate frame buckling behavior. Introduction to concepts
of local buckling and empirical considerations required to design built-up compression
members.
4. Design of Flexural Members: Introduction to lower bound and upper bound plastic
analysis methods and their application to design of flexural members. The effect of flange
buckling, web bend buckling and lateral-torsional buckling on the flexural resistance and
behavior. Shear resistance and limited consideration of web shear buckling and web shear
shear stiffeners will be included. Introduction to composite beam design, and the
application of bending concepts to connection design as in column base plates.
5. Design for Combined Loading: Combining members into frames and structures. The effect
of different connection strength and stiffness, and the requirements for the consistency in
system, member and connection design. The effect of secondary moments (P-Delta
moments) on design. Application of standard structural analysis computer programs such
as SAP2000 or Visual Analysis in the system and member evaluation.
6. Connection Design: Further evaluation of the effect of connection strength and stiffness on
structural system performance. Fully restrained, partially restrained and pinned
connections.
7. Bolted Connections: High strength and mild steel bolts with slip critical and bearing
connections. Shear and bearing failure modes, effect of threads on failure modes, and
consideration of the geometry and clearances required for installation and construction.
Bolted connections with concentric and eccentric loading. Applied through practical
connection types such as tension gusset plate connections, seated beam connections, beam
brackets, bolted T-stub and shear tab connections.
8. Welded connections: Different welding processes and electrodes. Fillet, partial
penetration, full penetration and slot or groove welds. Effective throat and weld size,
strength of alternate weld types, weld preparation, and basic concepts of inspection and
quality control. Effect of local yielding and buckling in connections and requirements for
stiffeners, continuity plates and doubler plates. Applied through practical connection types
such as welded tension member connections and welded-flange-welded-web seismic
resistant connections.
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CEE 452Design of Reinforced Concrete Structures

Catalog Description Fundamentals of design of buildings in reinforced
concrete in accordance with current codes and
practices. Prerequisite: CEE 380.
Credits 3
Contact Hours 3
Text Wight, J.K. and MacGregor, J.G. Reinforced
Concrete Mechanics and Design Sixth Edition,
Pearson/Prentice Hall
Coordinator(s) John Stanton, Marc Eberhard, Dawn Lehman
Learning Objectives
The overall objective of the course is to provide the students with an understanding of the
behavior, mechanics and design of reinforced concrete elements. Specific objectives
follow.
To apply material from previous classes including Mechanics of Materials (CEE 220),
Construction Materials (CEE 337), Introduction to Structural Design (CEE 377), and
Structural Analysis (CEE 456), and to the analysis and design of reinforced concrete
elements.
To understand the process of structural design in general and the specific ways in which it
is applied to Reinforced Concrete structures to achieve both safety and serviceability.
To learn how to analyze and design beams, slabs and columns for various load effects
including bending, shear, and axial loads.
To learn how to detail reinforcement in ways that provide the required strength and are
readily constructible.
To provide an introduction to the selection and layout of structural components in a
building.
ABET Outcomes
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Course Topics
1. Review of the design process and design methods
2. Material behavior of concrete and steel
3. Flexural analysis and design of beams for strength. (Singly-reinforced, beams, beams with
compression reinforcement, T-beams).
4. Design of beams for shear.
5. Bar development and bar curtailment
6. Continuous beams and slabs
7. Design for serviceability (deflections, crack control).
8. Analysis and design of columns
9. Selection and layout of structural components for a building.
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CEE 453Prestressed Concrete Design

Catalog Description Analysis, design, and construction of prestressed
concrete structures. Prerequisite: CEE 452.
Credits 3
Contact Hours 4
Text Naaman, A. Prstressed Concrete Analysis and
Design: Fundamentals. 3rd Ed. Techno Press.
Coordinator(s) John Stanton, Marc Eberhard
Learning Objectives
To understand the theory and practice of prestressing of concrete structures, including

both pre-tensioning and post-tensioning.
To understand the methods of analysis and design for statically determinate prestressed
concrete members, such as beams, slabs, and other floor elements.
To learn how to design prestressed concrete elements for flexure under service load
conditions (includes allowable stress design and deflections).
To learn how to design prestressed concrete elements for strength in flexure and shear.
To provide an introduction to the ways in which prestressed concrete elements are

selected and laid out in a building or bridge structure.
These objectives will be achieved by:
Giving lectures explaining the underlying theory, supported by demonstrations using

physical models in the classroom
Providing detailed notes for the students to read.
Developing computational tools (e.g. spreadsheets) for doing the repetitive calculations in
a reasonable time frame.
Students doing practice problems in groups in the class (typically in the fourth contact
hour)
Students doing homework problems, typically in groups.
Going on field trips to see fabrication of plant-cast pretensioned elements, concrete

elements and field-cast post-tensioned elements.
ABET Outcomes
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Course Topics
1. Introduction: concepts, applications and materials. (1.5 weeks)
2. Flexural Analysis: service and ultimate states. Behavior of prestress members, including
the role of prestress losses. Use of stress-superposition, equivalent loads, kerns and
pressure lines. Strain compatibility and ACI ultimate strength procedures (2.5 weeks)
3. Flexural Design: design given cross-section, design for unknown cross-section. Allowable
stresses, ranges of critical stresses, load balancing (3 weeks, includes exam and field trip
to precasting plant)
4. Deflections: short-term and long-term deflections (1 week)
5. Shear (1 week)
6. Composite Design (1 week)
7. Introduction to continuous systems (if time permits)
Page 229
CEE 454Design of Timber Structures

Catalog Description The design and construction of timber structures,
using elements made of sawn wood, glued-laminated
wood, and plywood. Prerequisite: CEE 380.
Credits 3
Contact Hours 3
Text Breyer D. E., Fridley K. J., and Cobeen K. E., Design
of Wood Structures (DOWS): ASD/LRFD, 6th
edition, McGraw-Hill, ISBN: 0070077169.
2005 National Design Specification (NDS) for Wood
Construction, including the Supplements and
Commentary. American Forest and Paper
Association.
Coordinator(s) Marc Eberhard, Dorothy Reed
Learning Objectives
Students should be able to understand the physical and environmental factors affecting the
properties of timber.
Students should become familiar with the variety of products available in timber design,
and know how to find design strength for components of timber structures using both
LRFD and ASD using current design codes.
Students should be able to determine the way that single-story and multi-story structures
carry load, and determine the force demands in various members/components.
Students should be able to determine they type and grade of timber they need for a
particular situation, and design the components for the required loads.
ABET Outcomes
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Course Topics
1. Introduction
2. Review of Design Loads and Load Paths
3. Properties of Wood (Structure and Physical Properties, Units of Measure, Mechanical
Properties)
4. Structural Wood Products (Grading and Production, Solid and Composite Lumber
Products, Design Values, Adjustment Factors)
5. Member Design (Beam Design, Tension Member, Compression Member, Combined Axial
and Bending Member)
6. Diaphragms and Shear Walls
7. Connection Design
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CEE 455Structural Unit Masonry

Catalog Description Structural behavior and design of reinforced brick,
tile, and unit concrete masonry structures.
Prerequisite: CEE 380. Offered: jointly with ARCH
426.
Credits 3
Contact Hours 3
Text Drysdale, Hamid and Baker, Masonry Structures
Behavior and Design, TMS Publications, 2001.
Coordinator(s) Steve Dill, John Tawresey
Learning Objectives
To familiarize the student with the engineering design of reinforced masonry structures.
ABET Outcomes
Course Topics
1. Introduction to masonry and masonry materials. (1 week)
2. Design for flexure, working stress and strength design (1week)
3. Design for flexure and shear with reinforcement (1 weeks)
4. Design for flexure and compression (3 weeks)
5. Load distribution (2 weeks)
6. Connections and detailing (1 week)
7. Structural brick veneer (0.5 weeks)
8. Exams and quizzes (0.5 weeks)
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CEE 457Advanced Structures I

Catalog Description The displacement method in matrix form with
programming applications. Fundamentals of
modeling of various types of structures. Prerequisite:
CEE 456.
Credits 3
Contact Hours 3
Text None
Coordinator(s) Laura Lowes, Jeffrey Berman
Learning Objectives
To estimate the deformed configuration and load distribution of simple indeterminate

structures;
To use energy-based methods to formulate structural analysis problems;

To analyze, by hand, simple idealized indeterminate structures under a variety of load
conditions including point loads, distributed loads, temperature loads and loads associated
with initial deformations and imposed displacements;
To formulate the structural analysis problem for structures with unusual configurations
such as rigid members, rigid joints, sloped boundaries, etc.;
To describe the basic elements of a structural analysis computer code;
To use a typical structural analysis computer code to determine the response of a simple,
idealized structure. This includes creation of an appropriate model, application of multiple
load distribution, evaluation of results, presentation of results for use in design;
To create a computer model of a real structure including determining appropriate material
and section properties for concrete, steel, wood and masonry beam-column elements,
appropriate representation of structural wall elements and slabs using 2D line elements,
using springs to represent non-rigid foundation conditions, representation of non-rigid
member connections, etc.;
To interpret, verify and present the results of a computer-based analysis of a real structure.
ABET Outcomes
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Course Topics
1.
Review of plane truss and frame analysis with emphasis on estimating deformed
configuration and load distribution (1.5 weeks).
2.
Use of energy methods in analyzing structures 2D (2 weeks).
3.
Extension to 3D (1 week).
4.
Equivalent loads (1 week).
5.
Identification and idealization of structural elements to be included in a numerical model.

(1 week)Use of non-traditional structural elements (foundation springs, rigid end offsets
for members, etc.) (0.5 weeks)
6.
Application of a common structural analysis package to a simple, idealized structure.

Modeling choices, input, output, interpretation and communication of results. (1 week).
7.
Analysis of a real-world (i.e. not idealized) structure. Modeling choices, input, output,
interpretation and communication of results. (2 weeks.)
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CEE 462Applied Limnology and Pollutant Effects on Freshwater

Catalog Description Principles of aquatic ecology that relate to causes and
effects of water quality problems in lakes and
streams. Population growth kinetics, nutrient cycling,
eutrophication; acidification, oxygen/temperature
requirements, and effects of various wastes on
aquatic animals.
Credits 3
Contact Hours 3
Text Welch. Ecological Effects of Waterwater, 2nd edition
1992
Supplemental Texts: Horne & Goldman. Limnolgy,
2nd edition 1994.
Wetzel. Limnology, 2nd edition 1983.
Coordinator(s) Mike Brett
Learning Objectives
Describe the general principles of Applied Limnology; e.g. the physicals of lake mixing,
the chemistry of nutrient cycling and the biology of the dominant plants and animals in
aquatic systems.
Identify and describe the most important threats to water quality and the consequences of
perturbed water quality for aquatic systems and end users (humans).
Describe the process of eutrophication, its response to nutrient loading and impact on
nutrient cycling.
Explain why eutrophication often leads to dominance by cyanobacteria, and what this
means for lake water quality and biotic interactions.
Identify and describe the most important threats to urban streams. Also describe the main
processes regulating periphyton biomass in streams.
Describe the most widely used lake restoration measures, cases where these approaches
have worked, and uncertainty in their application.
Conduct your own literature search and prepare an appropriate review using the library
resources available at a major research university.
ABET Outcomes
Page 235
(j)
Course Topics
1. The properties of water; heat, stratification and mixing in lakes; the structure of aquatic
ecosystems; light.
2. Oxygen; pH the bicarbonate system; the phosphorus cycle; the nitrogen cycle.
3. Phytoplankton growth kinetics and seasonal dynamics, nutrient, light, temperature, and
grazing impacts on phytoplankton.
4. Eutrophication mass balance models; eutrophication, nutrients, productivity and
transparency; cyanobacteria and cyanotoxins.
5. Zooplankton behavoir and dynamics; food web processes.
6. Macrophytes in lakes; periphyton biomass regulation in streams.
7. Lake and reservoir restoration.
Page 236
CEE 463Limnology Laboratory

Catalog Description Examination of biota of fresh waters, survey of
limnological methods, analysis of data, and writing of
scientific papers. Prerequisite: BIOL 473/FISH
473/CEE462, any of which may be taken
concurrently. Offered: jointly with BIOL 474/FISH
474; A.
Credits 2
Contact Hours 3
Lab/Quiz Section Yes
Text n/a
Coordinator(s) Daniel Schindler (SAFS)
Required/Selected Elective Biol/Fish 473 or CEE 462
Learning Objectives
Learn basic limnological principles through analysis of data collected in the field and in
laboratory experiments
Writing scientific papers to summarize scientific information
Learning to manipulate, analyze and interpret ecological data
ABET Outcomes
Course Topics
1. Thermal stratification in lakes and seasonal mixing patterns
2. Basic taxonomy of lake zooplankton
3. Basic taxonomy of lake benthos
4. Size-selective predation and effects of fish on the community structure of lakes
5. Vertical migration in lake zooplankton
6. Lake zoobenthos responses to organic matter quality
CEE 473Coastal Engineering I
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Catalog Description Linear theory of water waves, wave transformations

due to boundary conditions, sediment motion,
elementary tidal theory; applications illustrated by
laboratory experiments and selected case histories.
Credits 3
Contact Hours 4
Lab/Quiz Section no
Text US-ACE Coastal Engineering Manual
Coordinator(s) Jim Thomson
Required/Selected Elective elective
Learning Objectives
Apply water wave mechanics to improve and protective coastal structures (built and
natural)
ABET Outcomes
Course Topics
1.
Water wave mechanics
2.
Shore protection techniques
3.
Harbor design and inlet maintenance
4.
Marine renewable energy
CEE 474Hydraulics of Sediment Transport
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Catalog Description Introduction to sediment transport in steady slows

with emphasis on physical principles governing the
motion of sediment particles. Topics include
sediment characteristics, initiation of particle motion,
particle suspension, bedforms, streambed roughness
analysis, sediment discharge formulae, and modeling
of scour and deposition in rivers and channels.
Credits 3
Contact Hours 3
Text Open Channel Hydraulics. Sturm, T., McGraw-Hill,
1st or 2nd edition.
Coordinator(s) Sarah Giddings
Learning Objectives
Develop a working definition of sediment types and sediment properties.
Determine the mechanisms responsible for initiating sediment motion, how these depend
on channel flow parameters and sediment properties and be able to predict when
sediment motion will occur.
Estimate the dominant mode of sediment transport under given conditions and sediment
types.
Compute the bedload and suspended load transport rates using models presented in the
sediment transport literature.
Compute the total sediment transport rate and compare it to existing data.
Predict how bedforms are formed and under what conditions different bedform types
form.
Determine how bedforms alter the stage discharge relationship.
Apply sediment transport concepts to example scenarios such as dam sedimentation,

transport under waves, turbidity currents or river channel migration.
ABET Outcomes
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Course Topics
1. Fluid mechanics refresher including open channel flow, turbulence, boundary layers, and
flow resistance
2. Sediment properties
3. Initiation of motion
4. Modes of transport
5. Bedload transport
6. Suspended load transport
7. Total load
8. Bedform types, formation, and evolution
9. Modification of the stage-discharge relationship in the presence of bedforms
10. Unsteady streambed adjustments and the Exner equation
11. Student presentations on the application of sediment transport including topics such as
dam sedimentation, scour, erosion, etc.
Page 240
CEE 475Analysis Techniques for Groundwater Flow

Catalog Description Development of appropriate equations to describe
saturated groundwater flow, and application of
numerical methods for solving groundwater flow
problems and flow to wells. Participants required to
solve specific problems using numerical techniques
developed during the course. Prerequisite: CEE 347.
Credits 3
Contact Hours 3
Text Freeze, R.A. and J.A. Cherry, Groundwater, Prentice
Hall, Engle-wood Cliffs, NJ, 1979
Coordinator(s) Rebecca Neumann
Learning Objectives
Demonstrate a basic working knowledge of the fundamental concepts associated with
groundwater movement and subsurface transport of solutes. This knowledge is
demonstrated by solving well-posed, closed-ended homework and exam problems.
Demonstrate an ability to apply fundamental concepts to solve "real-world" problems. This
ability is demonstrated by developing solutions for open-ended problems that revolve
around case histories and field sites.
Develop and demonstrate basic computer programming skills related to finite-difference
numerical models for groundwater flow. This is accomplished with a final project.
ABET Outcomes
Course Topics
1. Aquifer systems, properties and terminology
2. Darys law, fluid potential and hydraulic head
3. Heterogeneity and anisotropy
4. Groundwater flow equation
5. Flow nets
6. Groundwater flow patterns, recharge/discharge
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7. Aquifer pumping, pump tests, analytical solutions

8. Image well theory and superposition
9. Contaminant transport
10. Groundwater modeling
Page 242
CEE 476Physical Hydrology

Catalog Description Overview of global climate, hydrological cycle, and
water balance; data sources and data homogeneity,
precipitation, evapotranspiration, and streamflow
generation. Hydrograph analysis. Hydrologic data
frequency analysis. Hydrologic design: reservoir
sizing, flood mitigation, drainage. Introduction to
deterministic and stochastic hydrologic modeling.
Credits 3
Contact Hours 3
Text Dingman S.L., Physical Hydrology, 2nd. Ed.,
Waveland Press, Long Grove, IL, 2008, 646 p.
Handouts provided by instructor summarizing
concepts from other engineering hydrology textbooks
such as Linsley, R.K., M.A. Kohler, and J.L.H.
Paulhus, Hydrology for Engineers, Third Edition,
McGraw-Hill, New York, 1982, 508 p. and
Handbook of Hydrology, Maidment D. R. editor in
chief, McGraw-Hill, New York.
Coordinator(s) Erkan Istanbulluoglu
Learning Objectives
Become familiar with hydrological processes, interactions, and their representations over
scales from point to "continental" and times from seconds to many years.
Make qualitative and quantitative predictions of hydrologic states and variables and
phenomena of interest and importance. The major emphasis is on faster happening surface
and near surface phenomena
The course is couched in terms of "Water is the change agent. The land and vegetation are
the substrate".
ABET Outcomes
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Course Topics
1. Introduction: Water Cycle, Water Resources
2. Water balance, Conservation of Mass, Measures of Uncertainty, understanding storage and
reservoir sizing
3. Precipitation: Mechanism, Types, Measurement, Effects, Climate Change Indicators, Data
Use
4. Water in soils: infiltration and redistribution
5. Storm runoff generation
6. Streamflow: Measurement, Stage-Discharge Relationships, Hydrographs, Hydrograph
separation and recession.
7. Factors Influencing Hydrograph Shape, Morphology of River Basins
8. Evapotranspiration
9. Rainfall-runoff modeling
10. Probability Concepts and Flood frequency analysis.
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CEE 477Open-Channel Engineering

Catalog Description Water flow in natural and constructed channels.
Analysis and design of canals, transitions, energy
dissipators, and similar structures. Analysis of
surface profiles and effect of nonlinear alignment on
flow. Introduction to river mechanics. Designoriented problems. Prerequisite: CEE 345.
Credits 3
Contact Hours 4
Text Open Channel Flow, McGraw-Hill by T. Sturm
Coordinator(s) Andrew Jessup
Required/Selected Elective CEE 345
Learning Objectives
Develop competence in quantitative aspects of water movement in engineered and natural

channels.
Develop an understanding for the influence of boundary geometry on open channel flow
patterns and the influence of flow form (sub critical, critical, and super critical) in
uniform and non-uniform channels on flow rates and flow depths and profiles.
Develop an appreciation for real-world applications of open channel flow. This is

accomplished through guest lecturers from industry and lectures devoted to research
topics.
Knowledge is demonstrated by solving well-posed, closed-ended homework and exam

problems.
ABET Outcomes
Course Topics
1. Fluid Mechanics Review, Velocity Distributions
2. Specific Energy, Critical Flow, Rectangular and Non-Rectangular Channel Crosssections
3. Weirs, Specific Momentum, Hydraulic Jumps and Surges
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4. Flow Resistance
5. Uniform Flow, Design of Lined and Unlined Channels
6. Gradually Varied Flow in Single Channels, Direct and Standard Step Methods.
Hydraulic Structures, Culverts and Bridges
Page 246
CEE 480Air-Quality Modeling

Catalog Description Evaluation of air-quality models relating air pollution
emissions to environmental concentrations. Topics
include meteorological dispersion models and various
receptor models based on chemical
fingerprinting of sources. Emphasizes current
problems. Offered: jointly with ATM S 480.
Credits 3
Contact Hours 3
Text Martin et al, Prediction of the Dispersion of Airborne
Effluents, ASME Publication
Cimorelli et al, Aermod Description of Model
Formulation, EPA Publication
Coordinator(s) Timothy Larson
Learning Objectives
and problem-solving techniques associated with basic plume dispersion and with
applications involving point, area and line sources
Students will have gained experience in operating EPA regulatory plume models,
including ISC, ISC-Prime, Aermod and Calpuff using meteorological data obtained from
surface and sounding data
Students will have gained experience in generating and presenting suitable solutions to
open-ended problems involving course concepts
ABET Outcomes
Course Topics
1. Basic meteorology (stability, wind profiles, surface heat flux, mixing depth)
Page 247
2. Boundary Layer Turbulence Parameters (z0 , u*, L, w*)

3. Plume Dispersion: Gaussian plumes, point and area sources, non-gaussian plumes in the
CBL, Integrated puff models
4. Source Effects (plume rise, building downwash)
5. Highway models (flat terrain vs street "canyon")
6. Computer labs: RAMMET, AERMET, BPIP, ISC, ISC-Prime, Aermod, Calpuff (lite)
Page 248
CEE 481Hydraulic Design for Environmental Engineering

Catalog Description Introduction to the theory and the practice of
planning and design of urban water supply
distribution, pump stations, and sewage and stormwater collection systems. Evaluation of service areas
and service requirements and their relationships to
urban and regional planning activities. Engineering
methods and computer programs for designing basic
system elements. Prerequisite: CEE 345; CEE 350.
Credits 3
Contact Hours 3
Text Computer Applications in Hydraulic Engineering,
Bentley Institute Press., 2007; Handouts related to
green stormwater management and green
infrastructure.
Coordinator(s) Erkan Istanbulluoglu
Learning Objectives
Students will demonstrate an understanding of the conceptual basis and practical
application of the mathematical analysis of water flow through pipes and pipe networks
Students will be able to describe the temporal variability of municipal and industrial water
demand and of ways to meet those demands
Students will understand and communicate green infrastructure and its potential uses in
stormwater management and urban planning.
ABET Outcomes
Course Topics
1. Basic hydraulic principles of pressured and unpressured systems
Page 249
2. Culvert hydraulics, detention ponds, inlets and storm sewer systems

3. Sanitary sewer systems design
4. Pumping applications and pump design
5. Analysis of pipe networks: numerical solutions and available software
6. Water distribution system design: pump stations, reservoirs
7. Green storm water infrastructure and planning
Page 250
CEE 482Wastewater Treatment and Reuse

Catalog Description Introduces wastewater treatment and systems,
emphasizing fundamental biological, chemical and
physical processes relating to protection of public
health environmental quality and water reuse. Process
analysis of the configuration and sizing of major
types of treatment processes for various sizes of
plants and effluent requirements. Prerequisite: CEE
357.
Credits 3
Contact Hours 3
Text Crites, R. and G. Tchobanoglous, (1998) Small and
Decentralized Wastewater Management Systems,
McGraw-Hill
Asano, T., F.L. Burton, H.L. Leverenz, R.
Tsuchihashi and G. Tchobanoglous, (2006) Water
Reuse: Issues, Technologies, and Applications,
McGraw-Hill
Coordinator(s) David Stensel, Mark Benjamin
Learning Objectives
Understand concepts of sustainable water resources, water reclamation and reuse, and
resource recovery options
Locate and interpret existing policies and regulations for water reuse Distinguish
important aspects of policies and regulations relative to designing and operating a
wastewater treatment and water reclamation system.
Identify important constituents in wastewater effluents that impact human health and
environmental quality.
Understand removal mechanisms for organics, nitrogen and phosphorus in basic

biological nutrient removal processes used for water reclamation systems.
Design activated sludge systems for organics, nitrogen and phosphorus removal with
conventional clarifiers or with membrane separation.
Understand key removal mechanisms of particulates in filters or in membrane separation

units.
Design basic filter systems and membrane separation units for effluent particulate
removal for water reclamation applications.
Understand mechanisms of disinfection for bacteria and virus destruction.
Design chlorine and UV disinfection systems.
Page 251
Understand processes and design methods for biomethane production.
Develop process analysis, literature review and report writing skills.
ABET Outcomes
Course Topics
1. Water reuse methods and options. Public and environmental health.
2. Reclaimed water regulations.
3. Mass balances, reaction kinetics expressions, and ideal reactor types; Application of
different types of reactors to specific water and waste treatment processes.
4. Wastewater treatment processes including nitrogen and phosphorus removal.
5. Membrane bioreactors, effluent filtration, and disinfection.
6. Advanced treatment processes including nanofiltration and reverse osmosis.
7. Sludge production, management, and beneficial uses.
Page 252
CEE 483 Drinking Water Treatment

Catalog Description Scientific and engineering principles underlying
drinking water treatment; analysis of key
contaminants; development of conceptual models for
how and why treatment processes work and
mathematical models describing their performance
under various design and operating scenarios; field
trips to water treatment systems. Offered: A
Credits
3
Contact Hours
3
Lab/Quiz Section
False
Text Main: Davis, M.L., Water and Wastewater
Engineering, McGraw-Hill, New York, 2010
Supplementary: MWH/Crittenden, J.C., et al. - Water
Treatment Principles and Design, Wiley, New York,
2005
Coordinator(s) Michael Dodd
Required/Selected Elective CEE 350
Learning Objectives
Identify critical drinking water quality regulations, key chemical and microbiological
contaminants, and design criteria
Understand the advantages/disadvantages of conventional and advanced water treatment

processes
Master the use of mass balances to model mass transport and fate within common reactor
configurations
Develop quantitative understanding of individual treatment processes
Master the fundamental skills necessary to model and design individual processes and
integrated drinking water treatment systems
ABET Outcomes
Page 253
Course Topics
1. History and overview of drinking water treatment and regulatory infrastructure
2. Drinking water contaminants and maximum contaminant levels
3. Selection of water treatment processes
4. Mass balance concepts flow patterns in reactors, advection, mean hydraulic retention
time, reactions, unsteady flows, equalization
5. Coagulation mechanisms, acid-base chemistry
6. Flocculation physical principles, hydraulics and reactors
7. Sedimentation principles, analysis
8. Granular media filtration particle removal mechanisms, hydraulics, head loss,
backwashing
9. Membrane filtration principles, configurations, process modeling
10. Precipitation principles, solubility products, softening, corrosion control
11. Ion exchange principles, modeling
12. Adsorption principles, isotherms and modeling
13. Chemical oxidation and disinfection in water treatment redox principles, disinfection
and disinfection by-products, disinfection modeling, Ct concept
Page 254
CEE 484Decentralized and On-Site Wastewater Management and Reuse

Catalog Description Design and performance of onsite and decentralized
wastewater treatment. Determination of appropriate
alternatives based on endpoints of water reuse,
economics, policy, management, water quality, and
ecological considerations. Meeting sanitation and
water reuse for situation including, individual homes,
rural areas, developing countries, and high density
urban dwellings. Prerequisite: CEE 357.
Credits 3
Contact Hours 3
Text
"Wastewater Treatment/Disposal for Small
Communities", U.S. EPA, Sept. 1992.
"Alternative Wastewater Collection Systems,"
U.S. EPA, Oct. 1991.
USEPA Onsite Wastewater Treatment Systems
Manuals, 625-R-00-008, (2008)
Crites, R. and G. Tchobanoglous, (1998) Small

and Decentralized Wastewater Management
Systems, McGraw-Hill
Coordinator(s) H David Stensel, Mark Benjamin

Learning Objectives
Identify, define and be familiar with testing and reporting methods for: key wastewater
characteristics; environmental impacts of wastewater; public health concerns associated
with wastewater; current treatment technologies; and different wastewater streams.
Explain basic elements of a site evaluation that are critical for onsite and decentralized
wastewater treatment systems.
Provide details of basic elements, design criteria and mechanisms of removal for different
onsite and decentralized treatment and conveyance processes.
Determine suitable operational management and maintenance schemes for onsite and
decentralized wastewater treatment based on needs.
Determine key design issues and factors that are important for the successful
implementation of onsite and decentralized treatment technologies based on the desired
effluent treatment level and effluent recycle method. Compare and select the most
appropriate technologies to meet treatment needs for a given situation.
Develop site analysis, alternative evaluations and report writing skills.
Page 255
ABET Outcomes
Course Topics
1. Wastewater characteristics and effects
2. Basic methods of onsite sanitation
3. Septic tank design and effluent treatment and dispersal designs. Alternative designs to
drain fields including evapotranspiration systems and mound systems.
4. Waste segregation; composting fundamentals; composting toilets; incineration units,
lagoons, surface spreading, constructed wetlands.
5. Conveyance methods including pressure, vacuum and gravity closed sewers.
6. Biological treatment process fundamentals; nitrogen removal methods.
7. Intermittent sand filters and recirculating gravel filters and design modifications.
8. Other decentralized processes including membrane bioreactors and package units.
9. Class A reclaimed water and disinfection and filtration.
10. Greywater treatment systems
11. Wastewater management methods in developing countries.
Page 256
CEE 488Hazardous Wastes Engineering

Catalog Description Classification of hazardous wastes; Resource
Conservation and Recovery Act (RCRA) regulation;
characteristics and behavior of toxic organics;
superfund; groundwater contamination solutions;
hazardous waste site remedial action; case histories;
sampling; landfill design; stabilization and processing
technologies including incineration, carbon
adsorption, emerging techniques. Prerequisite: CEE
350.
Credits 3
Contact Hours 3
Text Hazardous Waste Management, 2nd/3rd edition by
LaGrega, Buckingham, and Evans, Waveland Press,
Inc, Long Grove, Illinois
Coordinator(s) Gough
Required/Selected Elective elective
Be familiar with remediation alternatives for hazardous waste
Understand how regulations impact remediation choices,
Understand how toxicology and risk assessment impact selection of remediation

technologies.
ABET Outcomes
Course Topics
1. Definitions of Hazardous Waste
2. Contaminant Release, Fate, and Transport
3. Introduction to Toxicology and Risk Assessment
4. Physical-Chemical Treatment
5. Incineration
6. Land Disposal
Page 257
7. Regulatory Framework Federal and State

8. Site Characterization
9. Remediation Technologies
Page 258
CEE 490Air-Pollution Control

Catalog Description Fundamental concepts of air pollution. Emission
sources, atmospheric dispersion, ambient
concentrations, adverse effects, governmental
regulations, emission standards, air-quality standards,
processes and equipment for controlling emissions.
Offered: jointly with ENV H 461.
Credits 4
Contact Hours 4
Text Air Pollution Control: Its Origin and Control by
Wark, Warner, and Davis, 3rd Edition, 1998 and
course notes
Coordinator(s) Timothy Larson
Learning Objectives
Each student will demonstrate a basic knowledge of the fundamental concepts of air
pollution control and the relationship of source emissions, dispersion of the air pollutants,
ambient concentrations, and health effects.
Students will practice estimating downwind air pollutant concentrations from single
stationary sources using EPA software AERSCREEN3 and comparing them with Federal
National Air Quality Standards and Washington State Air Toxic Standards
Students will understand the basic design principles for traditional air pollution control
equipment for both particles and gases
ABET Outcomes
Course Topics
1. Types of air pollutants, effects, emission sources, global issues, EPA air quality
standards, air pollutant emission standards, human health effects
2. Dispersion of air pollutants downwind of emission sources. Gaussian plume dispersion
equations. EPA dispersion m.
Page 259
3. Control of industrial emissions including properties of particles, Settling chambers,

Cyclone, Fabric Filters, Electrostatic Precipitators, Particulate Scrubbers, Adsorption
Beds, Condensers, Spray Tower s(Wet and Dry), Incinerators
4. Regulation of motor vehicle emissions of air pollutants including Federal and California
Emission Standards, Fuel Economy Standards, Renewable Fuel Standards and vehicle
fleet emission estimation using MOVES and GREET Footprint Calculator
5. Mobile source emission control technologies including .vehicle technologies, fuel
options, exhaust gas treatment of both spark ignition and diesel engines
Page 260
CEE 491Deterministic Systems

Catalog Description Development of quantitative methods for
mathematical problem solving with emphasis on
computer applications. Linear programming,
mathematics of the simplex algorithm, sensitivity
analysis, dynamic programming, systems simulation,
and goal programming. Class project required.
Credits 3
Contact Hours 3-4
Lab/Quiz Section False
Text Hillier and Lieberman, Introduction to Operations
Research, Eighth Edition
Coordinator(s) Jessica Lundquist and Alan Hamlet
Learning Objectives
Demonstrate a basic working knowledge of the fundamental concepts associated with
statistical inference testing and error estimation, use of linear and quantile-based
regression models, Monte Carlo and historical time series analysis. This knowledge is
demonstrated by solving well-posed, closed-ended homework problems using real-world
data.
Demonstrate an ability to apply fundamental concepts of linear programming and dynamic
programming to solve "real-world" problems. This ability is demonstrated by developing
solutions for clearly-defined homework problems and for a self-chosen application
problem that becomes a midterm project.
Develop and demonstrate basic computer programming skills and writing skills related to
reservoir operations modeling using STELLA. This is accomplished with a final project.
ABET Outcomes
Course Topics
1. Probability Distributions, Random Number Generators, and Statistical Inference Testing
Page 261
2. Statistical Models: Conditional Probability, Bayes Theorem, Cumulative Deviation from

the Mean Analysis, Markov Models, Regression models, Non-parametric quantile
mapping approaches, and Monte Carlo Simulation
3. Statistical Tests: Multiple Linear Regression, Trend Analysis, Mann Kendall Test, Monte
Carlo Analysis of Systems or Decision Processes, Correlation Analysis, AR and ARMA
Models, Hurst Coefficient
4. Linear Programming
5. Simplex algorithm (Excel Solver, Matlab Software, and LINGO)
6. Interdisciplinary applications of linear programming
7. Shadow prices and dynamic programming
8. Rules-based simulation modeling
9. Reservoir simulation modeling (STELLA)
10. Modeling applications to water resources planning
Page 262
CEE 495Sustainability and Design for Environment

Catalog Description Analysis and design of technology systems within the
context of the environment, economy, and society.
Applies the concepts of resource conservation,
pollution prevention, life cycle assessment, and
extended product responsibility. Examines the
practice, opportunities, and role of engineering,
management, and public policy. Offered: jointly with
ENVIR 415/M E 415; S.
Credits 3
Contact Hours 3
Lab/Quiz Section None
Text None
Coordinator(s) Joyce Cooper
Learning Objectives
Understand the role of environmental issues in sustainability
Apply the principles of resource conservation and pollution prevention to industrial

systems
Identify, analyze, and recommend improvements for the life cycle of a system on the
basis of environmental impact
ABET Outcomes
Page 263
Course Topics
1. Identifying and quantifying materials and energy flows
2. The impact of materials and energy flows
3. Identifying resource conservation and pollution prevention options
4. Considering market consequences
5. Business/ economic and social implications
Page 264
CEE 498 Geohazards

Catalog Description
This advanced, upper-level undergraduate course will
provide students with the background and applied
training needed to perform a geologic hazard risk
analysis. Main topics of the course will include (i) an
introduction to geologic hazards, (ii) an overview of
hazard and risk analysis methods, (iii) probabilistic
seismic hazard analyses (PSHA), and (iv) slope
stability/landslide modeling. The course will be touch
in a dynamic project-based learning environment that
will allow students to conduct a detailed risk
assessment and mitigation case study for the La
Conchita landslide located near Ventura, California.
Offered: W
3
3
0
Kee, E. and Jones, D. (2004) Landslide Risk
Assessment, Thomas Telford Press
Coordinator(s) Joseph Wartman
Credits
Contact Hours
Lab/Quiz Section
Text
Learning Objectives
By the end of this course, students should be able to:
Define the generic term "geohazards," and for each geohazard (e.g., landslides): (i) define,
(ii) describe mechanism, (iii) provide typical examples from significant past events (iv)
indicate where these generally occur and how they differ by local setting, (v) identify
typical consequences, (vi) describe analyses/prediction methods, (vii) describe mitigation
strategies
Differentiate between hazards and risk
Compute earthquake recurrence intervals
Conduct basic slope stability analysis
Conduct a PSHA by hand for the simple case of a single (or multiple) fault
Program basic limit equilibrium methods (LEM) into a spreadsheet and use this to
compute the factor of safety
List the assumptions (e.g. side force orientation) for each the LEM methods, and explain
why assumptions are needed for LEM methods
Describe the effects of earthquakes on slopes.
Compare and contrast the different methods of assessing the seismic stability of slopes.
Page 265
Discuss the human, social, political, and other aspects of geohazards
ABET Outcomes
Course Topics
1. Introduction to geologic hazards
2. Overview of specific geologic hazards
3. La Conchita case study/application
Page 266
CEE 499Special Projects

Catalog Description Individual undergraduate research projects.
Maximum of 6 credits in combination of 498 and 499
may be applied toward an undergraduate degree.
Recommended: 400-level CEE course.
Credits 1-5, Max. 5
Contact Hours *
Text N/A
Coordinator(s) N/A
Learning Objectives
Depends on project
ABET Outcomes
Varies depending on topic
Course Topics
1. Depends on project
Page 267
AppendixBFacultyVitae
This appendix contains 2-page CVs for the program faculty. The CVs are separated into two
groups: (i) tenure-track faculty; and (ii) non-tenure-track faculty and affiliate instructors.
Page 268
Tenure Track Faculty CVs
Page 269
Pedro Arduino Professor
EDUCATION
Ph.D. in Civil Engineering Georgia Institute of Technology, 1996

M.S. in Civil Engineering Georgia Institute of Technology, 1995
M.S. in Civil Engineering University of Puerto Rico, 1993
B.S. in Civil Engineering Universidad Nacional de Crdoba, 1988
FACULTY
Professor of Civil Engineering 2012 to present
APPOINTMENTS Associate Professor of Civil Engineering 2004 to 2012
Assistant Professor of Civil Engineering 1997 to 2004
RELATED
Visiting Professor, Facultad de Ingeniera, Universidad de los Andes, Bogota, Colombia,
EXPERIENCE
2008, 2010
Visiting Professor, Facultad de Ciencias Exactas Fsicas y Naturales, Universidad
Nacional de Crdoba, Crdoba, Argentina, 2004, 2008
CONSULTING
GeoComp Corporation, Acton, MA January-September 2012
AND PATENTS
Hart Crowser, Seattle, Washington June-December 2003
Shannon & Wilson, Seattle, Washington August-September 2001
STATES OF
REGISTRATION
None at present
SOCIETIES
ASEE - American Society for Engineering Education. Member since 1997

ASCE - American Society of Civil Engineering. Member since 1992
HONORS AND
AWARDS
Distinguished Alumni (Egresado Distinguido), Universidad Nacional de Crdoba,

Crdoba, Argentina, April, 2013
Outstanding Teacher Award, Department of Civil & Environmental Engineering,
University of Washington, Seattle, WA, June 2009
J. Ray Bowen Professorship for Innovation in Engineering Education, 2003-2007,
College of Engineering, University of Washington
SERVICE
Associate Chair, Department of Civil & Env. Engineering, UW 2010 to present

Chair, Department of Civil & Env. Engineering Undergraduate program, 20082011
Advisor, ASCE student Chapter, 2006 2008
Member, Concrete Canoe National Competition Committee, 2007
Member, College of Engineering Undergraduate Admissions Policy committee, 2010
2011
Member, GEER (Geo-engineering Extreme Events Reconnaissance Association)
Member, NEES Data Curation, simulation and RAAS subcommittees, 2010 present
Organizing committee, ASCE - Geo Institute Earth Retention 2010 Congress ER 2010,
Seattle, August 4-6, 2010
Organizing Committee, Geotechnical Earthquake Engineering Congress - GEESD-IV
2008, Sacramento, May 18-22, 2008
(in last 5 years)
PRINCIPAL
PUBLICATIONS
M. M. Chiaramonte, P. Arduino, D. E. Lehman, and C. W. Roeder, (2012), Seismic

analyses of conventional and improved marginal wharves, Earthquake Engineering
Page 270
(in last 5 years)
and Structural Dynamics, in press.

C. McGann, P. Arduino, and P. Mackenzie-Helnwein, (2012), Stabilized single-point 4node quadrilateral element for dynamic analysis of fluid saturated porous media, Acta
Geotechnica: Vol. 7, Issue 4, 2012, pp. 297-311.
C. Mast, P. Mackenzie-Helnwein, P. Arduino, G. Miller, and W. Shin, (2012), Mitigating
kinematic locking in the Material Point Method, Journal of Computational Physics,
Vol. 231, Issue 16, June 2012, pp. 5351-5373.
J. Bray, K. Rollins, T. Hutchinson, R. Verdugo, C. Ledezma, D. Assimaki, G. Mylonakis,
G. Montalva, P. Arduino, S. Olson, R. Kayen, Y. Hashash, and G. Candia, (2012),
Effects of Ground Failure on Buildings, Ports, and Industrial Facilities, Earthquake
SPECTRA, Vol. 28, No S1, June 2012, pp s97- s118.
C. Ledezma, S. Ashford, T. Hutchinson, R. Moss, P. Arduino, R. Kayen, J. Bray, S.
Olson, and Y. Hashash, (2012), Effects of Liquefaction-Induced Ground Failure on
Bridges, Roads, and Railroads, Earthquake SPECTRA, Vol. 28, No S1, June 2012, pp
s119 s143.
Stuedlein, S. Kramer, P. Arduino, and R.D. Holtz, (2012), Reliability of Spread Footing
Performance in Desiccated Clay, ASCE Journal of Geotechnical and
Geoenvironmental Engineering, Vol. 138, No. 11, November 2012, pp1301-1313.
Stuedlein, S. Kramer, P. Arduino, and R.D. Holtz, (2012), Geotechnical Characterization
and Random Field Modeling of Desiccated Clay, ASCE Journal of Geotechnical and
Geoenvironmental Engineering, Vol. 138, No. 11, November 2012, pp 1314-1325.
R. McGann, P. Arduino, and P. Mackenzie-Helnwein, (2012), Simplified Procedure to
Account for a Weaker Soil Layer in Lateral Load Analysis of Single Piles, ASCE
Journal of Geotechnical and Geoenvironmental Engineering, Vol. 138, No.9, pp 11291137.
R. McGann, P. Arduino, and P. Mackenzie-Helnwein, (2011), Applicability of
Conventional p-y Relations to the Analysis of Piles in Laterally Spreading Soils,
ASCE Journal of Geotechnical and Geoenvironmental Engineering, Vol. 137, No 6,
June 1, 2011, pp.557-567.
W. Shin, G. R. Miller, P. Arduino, and P. Mackenzie-Helnwein (2010), Dynamic
Meshing for Mateiral Point Method Computations, International Journal of
Computational and Mathematical Sciences,4:8, pp. 379-387 2010.
P. Mackenzie-Helnwein, Arduino, P., Shin, W., Moore, J.A., and Miller, G.R., (2009),
Modeling Strategies for Multiphase Drag Interactions Using the Material Point
Method, International Journal for Numerical Methods in Engineering, Vol. 83, Issue
3, pp. 295-322.
Choi C.H., and Arduino, P., (2008) Development of a True Triaxial Apparatus for
Sands and Gravels, ASTM Geotechnical Testing Journal, Volume 31, Issue 1, pp 113, January 2008.
DEVELOPMENT
Active in development of numerical models for geotechnical applications with emphasis

in approximate solutions for nonlinear behavior and large deformations.
Page 271
Mark M. Benjamin, Ph.D. Professor

Ph.D. Civil Engineering Stanford University
1978
M.S. Chemical EngineeringStanford University
1973
B.S. Chemical EngineeringCarnegie-Mellon University
1972
Assistant Professor University of Washington, January 1978 to September 1983
FACULTY
APPOINTMENTS Associate Professor, September 1983 to September 1989
Professor, September 1989 to present
RELATED
Visiting Scholar, Dept. of Chemistry, University of Costa Rica, San Jose, Costa Rica,
EXPERIENCE
September 1984 to June 1985.
Visiting Scholar, Dept. of Environmental Engineering, Hebrew University, Jerusalem, Israel,
September 1992 to June 1993.
Visiting Scholar, School of Civil and Environmental Engineering, University of New South
Wales, Sydney, Australia, Jan-Dec 2000, Nov 2009 to Sept 2010.
CONSULTING
Granular Media for Removing Contaminants from Water and Methods for Make the Same.
AND PATENTS
U.S. Patent 5,369,072, Issued Nov. 29, 1994.
Method for Removing Contaminants from Water Using Iron Oxide Coated Minerals
Having Olivine Structure. U.S. Patent 5,911,882, Issued June 15, 1999.
Method for Removing Contaminants from Water Using Membrane Filtration in
Combination with Particle Adsorption to Reduce Fouling. U.S. Patent 6,113,792, Issued
September 5, 2000.
Method for Removing Contaminants from Water Using Membrane Filtration in
Combination With Particle Absorption To Reduce Fouling U.S. Patent 8,070,951 B2,
Issued December 6, 2011.
STATES OF
N/A
EDUCATION
REGISTRATION
SOCIETIES
HONORS AND
AWARDS
American Chemical Society

Association of Environmental Engineering and Science Professors
American Water Works Association
International Association for Water Quality
H.P. Eddy Award for best research publication in Journal Water Pollution Control
Federation, 1984, 1990.
American Water Works Assoc. Publication Award for best paper published in Journal of
AWWA, 1988, 1994, 1995.
Advisor to two winners of Engineering Science award for outstanding Ph.D. dissertation in
environmental engineering (1988 - C.F. Lin; 1998 - C.W. Li).
Advisor to winner of 1988 Water Pollution Control Federation 1st Place award for Master's
thesis (Marc Edwards).
American Water Works Assoc. 1989 Distribution Systems Best Publication Award.
Appointed to endowed chair: Jungers Professor of Engineering, 1989-1995; Osberg
Professor of Civil and Environmental Engineering, 2000-2005.
Advisor to two winners of American Water Works Assn. Academic Achievement Award
and CH2M-Hill Outstanding Dissertation Award for doctoral dissertation (Marc Edwards,
Page 272
1992; Zhenxiao Cai, 2012).

Distinguished Research Award by Alcoa Foundation, 1998.
Distinguished Lecturer for AEESP at American Water Works Assn. Annual Conference,
2002.
Distinguished Lecturer for AEESP (lecture tour of 15 universities). 2009-10.
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Reviewer of NSF and EPA Proposals, numerous journal articles, etc.

EPA Scientific Advisory Board Committee on Drinking Water, 2009-present
Associate Chair of CEE, 2011-present
Faculty advisor to UW chapter of EWB 2005-present
EPA Scientific Advisory Board special panel on hydrofracking, 2011
EPA Scientific Advisory Board special panel on lead release from partial service line
replacement, 2011
Scientific Advisory Panel for joint Israel-Singapore project on Nanomaterials for Energy and
Water Management, 2012-present
10-year Review Committee for Dept. of Earth and Space Sciences, 2011
UW Royalty Research Fund committee, 2013-14
Brett, M.T., and M.M. Benjamin (2008). A Reassessment of Lake Phosphorus Retention
and the Nutrient Loading Concept in Limnology. Freshwater Biology Vol.53, 194-211.
Cai, Z.X., J.S. Kim, and M.M. Benjamin (2008). NOM Removal by Adsorption and
Membrane Filtration Using Heated Aluminum Oxide Particles. Environ. Sci. Technol.
Vol. 42, 619-623.
Kim, J.S., Z.X. Cai, and M.M. Benjamin MM (2008). Effects of adsorbents on membrane
fouling by natural organic matter. J. Membrane Sci. Vol. 310, 356-364.
Shi, W., and M.M. Benjamin (2008). Membrane Interactions with NOM and an Adsorbent
in a Vibratory Shear Enhanced Filtration Process (VSEP) System. J. Membrane Sci.
Vol. 312, 23-33.
Kim, J., Q. Deng, and M.M. Benjamin (2008). Simultaneous Removal of Phosphorus and
Foulants in a Hybrid Coagulation/Membrane Filtration System. Water Research Vol. 42,
2017-2024.
Benjamin, M.M. (2009). New Conceptualization and Solution Approach for the Ideal
Adsorbed Solution Theory (IAST). Environ. Sci. Technol. Vol. 43, 25302536.
Kim, J., Z. Cai, and M.M. Benjamin (2010). NOM fouling mechanisms in a hybrid
adsorption/membrane system. J. Membrane Sci. Vol. 349, 35-43.
Benjamin, M.M. (2011). Clarification of a common misunderstanding of collision
frequencies in the Smoluchowski equation. JEED (ASCE). Vol.137, 297-300.
Cai, Z., Wee, C., and Benjamin, M.M. Fouling mechanisms in low-pressure membrane
filtration in the presence of an adsorbent cake layer. J. Membrane Sci. Vol. 433, 32-157.
doi:10.1016/j.memsci.2013.01.007.
Atieh, B.G., Leque, G.R., Benjamin, M.M., and Brett, M.T. The fate and transport of
nitrogen discharged from onsite septic systems to the immediate shoreline of Hood Canal,
Washington. Estuaries and Coasts (In review)
Attendance at ACS, AEESP, and AWWA Conferences
Page 273
Jeffrey W. Berman, Ph.D. Assistant Professor
EDUCATION
Ph.D. in Civil Engineering State University of New York at Buffalo, 2006.

M.S. in Civil Engineering State University of New York at Buffalo, 2003
B.S. in Civil Engineering State University of New York at Buffalo, 2000
FACULTY
APPOINTMENTS
Assistant Professor of Civil Engineering 2006 to 2012.

Associate Professor of Civil Engineering 2012 to present.
7 Years at University of Washington
RELATED
EXPERIENCE
State University of New York at Buffalo 2006.

Post-Doctoral Research Associate.
CONSULTING Summer Engineer, Robert M. Sutherland, P.C., Plattsburgh, NY, 1999-2000.

AND PATENTS
STATES OF
REGISTRATION
None.
1. Malakoutian, M.1, Berman, J.W., and Dusicka, P.2 (2013) The Linked
PUBLICATIONS
Column Framing System: Analysis and Design Recommendations,
Earthquake Engineering and Structural Dynamics,
(in last 5 years)
(http://onlinelibrary.wiley.com/doi/10.1002/eqe.2245/abstract)
2. Berman, J.W. and Bruneau, M2. (2013) Overview of the Development of
Design Recommendation for Eccentrically Braced Frame Links with Built-Up
Box Sections. Engineering Journal, Vol. 50, No. 1, pp. 21-32.
3. Weigand, J.M.1 and Berman, J.W. (2012) Behavior of Butt-Welds and
Treatments Using Low-Carbon Steel under Cyclic Inelastic Strains, Journal
of Constructional Steel Research, Vol 75, pp. 45-54.
4. Liu, S. 1, Warn, G.P. 2, and Berman, J.W. (2012) Estimating Natural Periods
of Steel Plate Shear Wall Frames. Journal of Structural Engineering, ASCE,
Vol. 139, No. 1, pp. 155-161.
5. Kuder, K.2, Lehman, D.E. 2, Berman, J.W., Hannesson, G.1, and Shogren R.2
(2012) Mechanical Properties of Self-Consolidating Concrete Blended with
High Volumes of Fly Ash and Slag. Construction and Building Materials,
Vol. 34, pp. 285-295.
6. Clayton, P.M.1, Winkley, T.1 Berman, J.W., Lowes, L.N.2 (2012)
Experimental Investigation of Self-Centering Steel Plate Shear Walls
Journal of Structural Engineering, ASCE, Vol. 138, No. 7, pp. 952-960.
7. Baldvins, N. 1, Berman, J.W., Lowes, L.N.2, Low, N. 1, and Janes, T. 1 (2012)
Development of Damage Prediction Models for Steel Plate Shear Walls
Earthquake Spectra, EERI, Vol 28, No. 2, May 2012.
8. Berman, J.W., Wang, B.S.1, Olson, A.1, Roeder, C.W.2, and Lehman, D.E.2,
(2012) Rapid Assessment of Gusset Plate Safety in Steel Truss Bridges
Journal of Bridge Engineering, ASCE, Vol. 17, No. 2, pp. 221-231
9. Clayton, P.M. 1, Berman, J.W., Lowes, L.N.2 (2012) Seismic Design and
Performance of Self-Centering Steel Plate Shear Walls Journal of Structural
Engineering, ASCE, Vol. 138, No. 1, pp. 22-30.
PRINCIPAL
Page 274
10. Berman, J.W. (2011) Seismic Behavior of Code Designed Steel Plate Shear
Walls Engineering Structures, Vol. 33, No. 1, pp. 230-244.
11. Berman, J.W. and Brown, D.L.1 (2010) Field Monitoring of a Glass Fiber
Reinforced Polymer Bridge Deck. Journal of Performance of Constructed
Facilities, ASCE, Vol. 24, No. 3, pp. 215-222.
12. Berman, J.W., Hauksdottir, H.O.1, and Okazaki, T. 2 (2010) Reduced Link
Sections for Improving the Ductility of Eccentrically Braced Frame Link-toColumn Connections Journal of Structural Engineering, ASCE, Vol. 136,
No. 5, pp 543-553. (Cited by 1)
13. Brown, D.L.1 and Berman, J.W. (2010) Fatigue and Strength Evaluation of
Two Glass Fiber Reinforced Polymer Bridge Decks Journal of Bridge
14. Berman, J.W. and Bruneau, M.2 (2009) Cyclic Testing of Buckling
Restrained Braced Frame with Novel Gusset Connection Journal of
Structural Engineering, ASCE, Vol. 135, No. 12, pp. 1499-1510.
15. Berman, J.W. and Bruneau, M.2 (2008) Capacity Design of Vertical
Boundary Elements in Steel Plate Shear Walls Engineering Journal, AISC,
Vol 45, No. 1, pp. 55-71.
16. Berman, J.W. and Bruneau, M.2 (2008) Tubular Links for Eccentrically
Braced Frames Part 2: Experimental Verification Journal of Structural
17. Berman, J.W. and Bruneau, M.2 (2008) Tubular Links for Eccentrically
Braced Frames Part 1: Finite Element Parametric Study Journal of
Structural Engineering, ASCE, Vol. 134, No. 5, pp. 692-701.
SOCIETIES
American Society of Civil Engineers Member Since 1999

Earthquake Engineering Research Institute Member Since 2002
American Institute of Steel Construction Member Since 2001
Consortium for Universities in Earthquake Engineering Research (CUREE),
2006-present
Network for Earthquake Engineering Simulation (NEESinc.) Member Since
2005
HONORS AND
AWARDS
University of Washington, 2012, Distinguished Teaching Award

Dept. of Civil Engineering, 2011, Faculty Mentor of the Year
Milek Fellowship, 2008, American Institute of Steel Construction
American Society of Civil Engineers, 2005 J. James Croes Medal
University at Buffalo, Department of Civil Structural and Environmental
Engineering, CSEE Graduate Fellowship
SERVICE
Associate Editor, Journal of Structural Engineering, ASCE
(in last 5 years)
Member, Structural Engineering Institute, Technical Affairs Division, Seismic

Effects Committee/ASCE 2006 to present.
DEVELOPMENT
Active in earthquake engineering for steel structures and development of steel

plate shear walls.
Page 275
Linda Ng Boyle Associate Professor

Ph.D. Civil and Environmental Engineering, University of Washington, Seattle, WA,
Aug 1998
MS, Inter-Engineering, University of Washington, Seattle, WA, Mar 1994
BS, Industrial Engineering, State University of New York at Buffalo, Buffalo, NY, 1986
Associate Professor, Dept. of ISE, U. Washington, Seattle, WA, 2009present
FACULTY
APPOINTMENTS Associate Professor, Dept. of CEE, U. Washington, Seattle, WA, , 2009present
Associate Professor, Dept. of Mechanical and Industrial Engineering, U. Iowa, Iowa
City, IA, 20082009
Assistant Professor, Dept. of Mechanical and Industrial Engineering, U. Iowa, Iowa
City, IA, 20022008
Assistant Professor, Public Policy Center, U. Iowa, Iowa City, IA, 20022007
EDUCATION
RELATED
EXPERIENCE
Senior Researcher, U.S. Department of TransportationVolpe Center, Cambridge, MA,

USA, 20002002
Senior Traffic Engineering Consultant, KDD & Associates, Seattle, WA, USA, 1998
2000
Research Associate, Dept. of CEE, U. Washington, Seattle, WA, 19982000
Research Assistant, Dept. of CEE, U. Washington, Seattle, WA, 19951998
Research Assistant, Industrial Engineering Prog., U. Washington, Seattle, WA, 1992
1994
Industrial Engineer, The Boeing Company, Seattle, WA, USA, 19871993
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
WA Engineering-in-Training (EIT)
SOCIETIES
Puget Sound Human Factors and Ergonomics Society, Member, 2011-present

Institute of Industrial Engineers, Member, 2006present
American Statistical Association, Affiliate, 2003present
Human Factors and Ergonomics Society, Member, 2002present
HONORS AND
AWARDS
Community of Innovators Award: Research, U. Washington, COE, 2011

NSF Career Award, 2007-2012
IIE Outstanding Professor Award, U. Iowa, 2005
SERVICE
(in last 5 years)
UW ISE Undergraduate Adviser, 2012 to present

UW ISE ABET committee, 2010present
UW Associate Director, PacTrans
UW Faculty Search Committee (ISE [2], CEE[1]) 2012-2013
Associate Editor, Accident Analysis and Prevention, 2008present
TRB Committee Chair on Statistical Methods, ABJ80 (2011present)
TRB Committee Member, Simulation and Measurement of Vehicle and Operator
Performance, AND30 (2003-present)
Conference Paper Chair, AutomotiveUI (AUTO-UI), International Conference on
Automotive User Interfaces and Interactive Vehicular Applications, Portsmouth,
NH, 2012
Page 276
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Organizing Committee, International Driving Symposium on Human Factors in

Driver Assessment, Training, and Vehicle Design, 2003 to present
1. Pitera, K., Boyle, LN, Goodchild, A., (2013). Process Comparison of Hours of
Service Recording for Commercial Vehicle Operations: Electronic versus Paper,
ASCE J. of Transportation Engineering, 139, 3, 266-272
2. Peng, Y. Boyle, LN, Hallmark, S. (2013). Drivers lane keeping ability while
distracted: insights from a naturalistic study, Accident Analysis and Prevention, 50,
628-634.
3. Thamsuwan O., Blood, RP, Ching, RP, Boyle L, and Johnson, PW. (2013) Whole
body vibration exposures in bus drivers: A comparison between a high-floor coach
and a low-floor city bus, International J. of Industrial Ergonomics, 43, 9-17.
4. Bradbury, K., Stevens, J., Boyle, LN, and Rutherford, S. (2012). To go or not to go:
Pedestrian behavior at intersections with standard pedestrian call buttons,
Transportation Research Record, 2299,174-179.
5. Peng, Y. and Boyle, LN (2012). Run-Off-Road Crashes of Commercial Vehicle
Drivers. Transportation Research Record, 2281, 128-132.
6. Neyens, D. and Boyle, LN (2012) Crash risk factors related to individuals sustaining
and drivers following traumatic brain injury, Accident Analysis and Prevention, 49,
266-273.
7. Xiong, H., Boyle, LN, Moeckli, J., Dow, B., Brown, T. (2012). Use Patterns Among
Early Adopters of Adaptive Cruise Control (ACC), Human Factors, 54, 5, 722-733.
8. Westlake, B. and Boyle, LN (2012). Perceptions of Driver Distraction Among
Teenage Drivers, Transportation Research Part F, 15, 644-653.
9. Xiong, H. and Boyle, LN (2012). Drivers adaptation to adaptive cruise control:
examination of automatic and manual braking, IEEE Transactions on Intelligent
Transportation Systems, 13, 3, 1468-1473.
10. Ghazizadeh, M., Lee, JD, and Boyle, LN (2012). Extending the technology
acceptance model to assess automation, Cognition, Technology & Work, 14, 1, 3949.
11. Warren-Rhodes, K., Schwarz, A., Boyle, LN, Albert, J., et al (2011). Mangrove
ecosystem services and the potential for carbon revenue programmes in Solomon
Islands, Environmental Conservation. 38, 4, 485-496.
12. Boyle, LN, and Lee, J. (2010) Using driving simulators to assess driving safety.
Accident Analysis and Prevention, 42, 785-787.
13. Ghazizadeh, M. and Boyle, LN (2009) Influence of driver distractions on the
likelihood of rear-end, angular, and single-vehicle crashes in Missouri.
Transportation Research Record, J. of the Transportation Research Board, 2138, 15.
14. Lee, Y. Lee, J. and Boyle, LN (2009) The interaction of cognitive load and
attention-directing cues in driving. Human Factors, 51, 271-280.
15. Bao, S. and Boyle, LN (2009) Driver safety programs: The influence on the road
performance of older drivers. Transportation Research Record, J. of the
Transportation Research Board, 2096, 76-80).
Regular attendance/participation in professional conferences.
Page 277
Michael T. Brett Professor
EDUCATION
Ph.D. - Limnology, received December 1990, Institute of Limnology, Uppsala University,

Uppsala Sweden.
M.Sc. - Zoology, received December 1985, Department of Zoology, University of Maine,
Orono, Maine, USA.
B.Sc. - Fisheries Biology, received March 1983, Department of Fisheries, Humboldt State
University, Arcata, California, USA.
Professor University of Washington, Department of Civil & Environmental

FACULTY
Engineering, Sept. 2008-present.
APPOINTMENTS
Associate Professor University of Washington, Department of Civil & Environmental
Engineering, Sept. 2001-present.
Assistant Professor University of Washington, Department of Civil & Environmental
Engineering, Dec. 1997-Sept. 2001.
Research Associate University of California Davis, Department of Environmental
Studies, Aug. 1994-Nov. 1997.
Postdoctoral Fellow University of California Davis, Department of Environmental
Studies, Feb. 1991-July 1994.
RELATED
EXPERIENCE
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
SOCIETIES
HONORS AND
AWARDS
Fulbright Graduate Student Fellowship, Institute of Limnology, Uppsala University, Uppsala Sweden
(September 1985 to December 1986).
John Kiely Endowed Professorship, University of Washington, Department of Civil & Env.
Engineering in 2009. (Sept. 2006-Sept. 2011).
Outstanding Teaching Award from the UW Department of Civil & Env. Engineering in
2010
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Atieh, B.G., J.D. Horowitz, G.R. Leque, M.M Benjamin and Michael T. Brett. 2013. The fate
and transport of onsite septic system nitrogen in submarine groundwater discharges to Hood
Canal, Washington. Resubmission encouraged by Estuaries and Coasts.
Steinberg, P.D., M.T. Brett, J.S. Bechtold, J.E. Richey, L.E. Porensky, and S.N. Osborne.
2011. The influence of watershed characteristics on nitrogen export to and marine fate in
Hood Canal, Washington, USA. Biogeochemistry 106: 415-433.
Cheng, V., G.B. Arhonditsis, and M.T. Brett. 2010. A revaluation of lake-phosphorus loading
models using a Bayesian hierarchical framework. Ecological Research 25: 59-76.
Brett, M.T. and M.M. Benjamin. 2008. A reassessment of lake phosphorus retention and the
nutrient loading concept in limnology. Freshwater Biology 53: 194-211.
Page 278
Brett, M.T., G.B. Arhonditsis, S.E. Mueller, D.M. Hartley, J.D. Frodge, and D.E. Funke. 2005.
Non-point source nutrient impacts on stream nutrient and sediment concentrations along a
forest to urban gradient. Environmental Management 35: 330-342.
DEVELOPMENT
Page 279
Cynthia Chen Associate Professor
EDUCATION
Ph.D. University of California, Davis, 2001; M.S. New Jersey Institute of

Technology, 1995; B.A. Nan Kai University, 1992
FACULTY
APPOINTMENTS
2003-2009 Assistant Professor, City College of New York; 2009-2013, Associate

Professor, University of Washington, Seattle
RELATED
EXPERIENCE
2002-2003 Postdoc, University of California, Davis
CONSULTING 1995-1996 Senior Consultant, Resource Decision Consulting, San Francisco, CA.
AND PATENTS One patent filed in 1997
STATES OF
REGISTRATION
None
SOCIETIES
Transportation Research Board (TRB); International Association of Travel

Behavior Research (IATBR)
HONORS AND
AWARDS
1998-2000 University of California Transportation Center Dissertation Award
SERVICE
2013-present
2012-present
(in last 5 years)
2007 UTRC emerging scholar
2012-present
2010-2011
2010-present
2004-present
2004-present
2004-present
2011-present
Associate Editor, Travel Behavior and Society (Elsevier)

Member, Advisory Committee on Road User Charge in the
State of Washington
Member, Advisory Committee on Tolling and Traffic
Management for City of Seattle
Member, WSDOT aviation advisory board (on Aviation
Economic Impact Study)
Member, Editorial Advisory Board, Transportation (Journal)
Chair, subcommittee on Time Use and Activity and Travel
Patterns
Member, Committee on Travel Behavior and Values
(ADB10), Transportation Research Board
Member, Committee on Telecommunications and Travel
Behavior (ADB20), Transportation Research Board
Member, Committee on Travel Survey Methods (ABJ40),
Transportation Research Board
PUBLICATIONS
1. Wang*, T.; Chen, C. Impact of fuel price on vehicle miles traveled

(VMT): does the poor respond in the same way as the rich?
Transportation (forthcoming).
2. Ottosson*, D.; Chen, C.; Wang*, T.; Lin*, H. (2013) The sensitivity of
on-street parking demand in response to price changes: a case study in
Seattle, WA. Transport Policy 25, 222-232.
3. Ewing, R.; L. Chen*; C. Chen. Quasi-experimental study of Traffic
Calming Measures in New York City. Transportation Research Record
(accepted).
4. Chen, C.; Neal, D. and Zhou, M. Understanding the Evolution of a
Page 280
DisasterA Framework for Assessing Crisis in a System Environment

(FACSE). Natural hazards 65(1), 407-422.
5. Wang*, T. and Chen, C. (2012) Attitudes, mode switching behavior, and
the built environment: a longitudinal study in the Puget Sound region.
Transportation Research Part A 46, 1594-1607.
6. Chen*, L.; Chen, C.; Ewing, R.; McKnight, C.; Srinivasan, R.; Roe, M.
Safety countermeasures and crash reductions in New York City
Experience and Lessons learned. Accident, Analysis, and Prevention 50,
312-322. http://dx.doi.org/10.1016/j.aap.2012.05.009.
7. Chen*, L.; Chen, C.; Raghavan, S.; McKnight, C.; Ewing, R.; Roe, M.
(2012) Evaluating the safety impacts of bike lanes in New York City.
American Journal of Public Health 102(6), 1120-1127.
8. Chen, C. and Lin*, H. (2011) Decomposing Residential Self-selection via
a Life Course Perspective. Environment and Planning A 43(11), 26082625.
9. Chen, C. and Varley*, D. (2011) What affects Transit Ridership? A
Dynamic Analysis Involving Multiple Factors, Lags, and Asymmetric
Behavior. Urban Studies, 48(9), 1893 1908, DOI
10.1177/0042098010379280
10. Chen, C.; Gong, H.; Lawson, C., and Bialostozky*, E. (2010) Evaluating
the Feasibility of a Passive Travel Survey Collection in a Complex Urban
Environment: Lessons Learned from the New York City Case Study.
Transportation Research Part A 44(10), 830-840.
11. Loo, B.; Chen, C., and Chan*, E. (2010) Rail-based Transit-oriented
Development: Lessons from New York City and Hong Kong. Landscape
and Urban Planning 97(3), 202-212.
12. Chen, C.; Chen*, J. and Timmermans, H. (2009) Historical Deposition
Influence and its Interaction with Lifecycle in Residential Location
Decisions: Development of a GEV Discrete Choice Model for Spatial
Correlation. Environment and Planning A 41(11) 2760-2777.
13. Chen, C. and Chen*, J. (2009) Diurnal Pattern of Transit Ridership: A
Case Study of the New York City Subway System. Journal of Transport
Geography 19, 176-186.
14. Chen*, J.; Chen, C. and Timmermans, H. (2008) Accessibility Tradeoffs
in Residential Location Decisions. Transportation Research Record
2077,71-79.
DEVELOPMENT
6/2012 NIH-ISSH Workshop in Systems Science Methods
Page 281
Michael C. Dodd Assistant Professor

EDUCATION
B.S., Civil Engineering (2001) Georgia Institute of Technology (Highest

Honors)
M.S., Environmental Engineering (2003) Georgia Institute of Technology
Ph.D., Environmental Sciences (2008) Swiss Federal Institute of Technology-Zurich
Postdoctoral, Environmental Chemistry (2008-2009) Yale University
FACULTY
Assistant Professor Department of Civil and Environmental Engineering, University of
APPOINTMENTS
Washington (9/09-present)
Postdoctoral Research Fellow Yale University, (10/08-9/09)
RELATED
Engineering Technician Camp Dresser and McKee Inc. (5/00-8/01)
EXPERIENCE
Environmental Engineer Blue Circle Aggregates, Inc. (Lafarge N.A.) (6/97-5/00)
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
Georgia Engineer-in-Training
SOCIETIES
American Chemical Society (ACS) Division of Environmental Chemistry (2003present)

American Water Works Association (AWWA) (2001-present)
Association of Environmental Engineering and Science Professors (AEESP) (2006present)
Water Environment Federation (WEF) (2009-present)
HONORS AND
AWARDS
NSF CAREER Award, November, 2012; US National Science Foundation

Outstanding Teacher Award, 2012; University of Washington Department of Civil and
Environmental Engineering
ETH Medal; January, 2010; Swiss Federal Institute of Technology-Zurich (ETH-Zurich)
Young Scientist Award; October, 2009; German Chemical Society, Division for
Environmental Chemistry and Ecotoxicology
CH2M Hill/AEESP Outstanding Doctoral Dissertation Award; July, 2009; Association of
Environmental Engineering and Science Professors
Gaylord Donnelley Environmental Postdoctoral Associate Fellowship; Awarded 2008;
Yale Institute for Biospheric Studies
Excellence in Review Award; 2006; Environmental Science & Technology, American
Chemical Society
SERVICE
Internal
Faculty Advisor (2010-present) AWWA-WEF Student Chapter at the University of
Washington
Member (2010-present) - CEE Space Needs Planning Committee
Member (2011-2012) DEOHS Environmental and Occupational Health Microbiology
Search Committee
Environmental Engineering and Water Resources web content coordinator (2010-2011)
(in last 5 years)
Page 282
Member (2010-2011) - Environmental Microbiology Research Assistant Professor Search

Committee
Member (2010) - Global Health and Water Faculty Search Committee
External
Reviewer of ~18 manuscripts per year from various journals
Co-organizer of session on Redox processes for the mitigation of anthropogenic and
biogenic pollutants in the environment AEESP 50th Anniversary Conference
(Golden, CO; 7/14-7/16/13)
Co-organizer of workshop on Effectively Assessing and Treating Dissolved Organic
Matter from Affected Watersheds AWWA Annual Conference and Exposition
(Denver, CO; 6/9/13)
Co-organizer of session on Innovative Materials and Technologies for Detection and
Inactivation of Environmental Pathogens ACS Fall National Meeting (Philadelphia,
PA; 8/19-8/23/12)
Membership on various professional committees: AWWA, Organic Contaminant
Research Committee (2011-present), AWWA, Pacific Northwest Section, Research
Committee (2011-present), AEESP, Conference Site Selection Committee (2011present)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Dodd, M.C. Potential impacts of disinfection processes on elimination and deactivation of

antibiotic resistance genes during water and wastewater treatment. Journal of
Environmental Monitoring (Emerging Investigators Special Issue) 2012, 14(7), 17541771.
Dodd, M. C.; Rentsch, D.; Singer, H. P.; Kohler, H.-P. E.; von Gunten, U. Transformation
of -lactam antibacterial agents during aqueous ozonation: Reaction pathways and
quantitative bioassay-directed characterization of biologically-active oxidation
products. Environmental Science and Technology 2010, 44(15), 5940-5948.
Paul, T.; Dodd, M. C.; Strathmann, T. J. Photolytic and photocatalytic decomposition of
aqueous ciprofloxacin: Transformation products and residual antibacterial activity.
Water Research 2010, 44(10), 3121-3132
Dodd, M. C.; Kohler, H.-P. E.; von Gunten, U. Oxidation of antibacterial compounds by
ozone and hydroxyl radical: Elimination of biological activity during aqueous
ozonation processes. Environmental Science and Technology 2009, 43(7), 24982504.
Dodd, M. C.; Zuleeg, S.; von Gunten, U.; Pronk, W. Ozonation of source-separated urine
for resource recovery and waste minimization: Process modeling, reaction chemistry,
and operational considerations. Environmental Science and Technology 2008, 42(24),
9329-9337.
Attendance of various national conferences (including delivery of oral and/or poster
presentations): WEF Disinfection and Public Health 2013 (Indianapolis, IN; 2/242/26/13), 243rd ACS Fall National Meeting (Philadelphia, PA; 8/19-8/23/12), IUVA
Conference on Sustainable UV Solutions to Meet Evolving Regulatory Challenges
(Washington, D.C.; 8/12-8/14/12), Gordon Research Conference on Environmental
Sciences and Water (Plymouth, NH. 6/24-6/29/12)
Participation in AEESP and NSF co-sponsored workshop on Frontiers of Environmental
Engineering Education (St. Louis, MO; 10/18-10/19/12)
Page 283
Marc O. Eberhard, Ph.D. Full Professor

EDUCATION
Ph.D. in Civil Engineering University of Illinois, 1989.

M.S. in Civil Engineering University of Illinois, 1987.
B.S. in Civil Engineering, and Materials Science and Engineering University of
California, Berkeley, 1984.
ACADEMIC
EXPERIENCE
Professor of Civil and Environmental Engineering, University of Washington, Seattle, 2004present

Associate Professor of Civil and Environmental Engineering, University of Washington,
Seattle, 1996-2004.
Assistant Professor of Civil and Environmental Engineering, University of Washington,
Seattle, 1989-1996.
55% Time
NONACADEMIC
EXPERIENCE
Seattle Engineering Department Peer-Review Committee, 1993-1994. City of Seattle

contracted with consulting firms to design retrofit measures to improve the seismic
resistance of its bridges. The peer review committee reviewed proposed retrofit
measures, suggested alternate evaluation procedures, and proposed alternate retrofit
strategies and funding priorities.
Royal Palms Resort Failure Investigation, 1997-1999. As part of litigation following
the partial collapse of the Royal Palms Resort main building during the 1995 Guam
earthquake, conducted tests to establish the likelihood that particular building columns
failed in shear. Presented results in a technical report and in deposition.
Alaskan Way Viaduct Safety Evaluation, 2001. Consultant to blue-ribbon commission
on the seismic vulnerability of the Alaskan Way Viaduct. The blue-ribbon commission
confirmed that the Alaskan Way Viaduct is indeed extremely vulnerable to collapse
during a strong earthquake.
Assistant Bridge Engineer, California Department of Transportation Bridge Design
Division, Sacramento, Jan.-Aug. 1985.
Summer Engineer, Earl and Wright Consulting Engineers, San Francisco, California,
Summer 1984.
Engineering Aide, Materials Science and Engineering, University of California,
Berkeley, Summer 1983.
STATES OF
REGISTRATION
EIT. California
PROFFESIONAL ACI - American Concrete Institute. Member since 1989

ORGANIZATION EERI - Earthquake Engineering Research Institute, Member since 1990.
MEMBERSHIPS
NEES - National Science Foundation Network for Earthquake Engineering Simulation.
Member since 2003.
HONORS AND
Award of Special Recognition and Appreciation,
2010
AWARDS
Earthquake Engineering Research Institute
(for leading EERI/USGS advance reconnaissance team to Haiti)
Outstanding Contribution,
Network for Earthquake Engineering Simulation
2008
Page 284
Fellow of American Concrete Institute (ACI)

Presidential Young Investigator Award,
National Science Foundation
Thomas and Marilyn Nielson Faculty Fellow, University of Washington
Raymond C. Reese Research Prize,
American Society of Civil Engineers
Chi Epsilon Civil Engineering Honor Society
2000
1991-1998
1993-1995
1994
SERVICE
ACTIVITIES
Chair, Structural Engineering Faculty Search Committee, 2011-2012
Program Director, Structural and Geotechnical Engineering and Mechanics
Program, 2007-2011
Network for Earthquake Engineering Simulation, Purdue University (NEES)
Interim Director of Site Operations (2009)
Chair, Project Advisory Committee (2009-2010)
Chair, Subcommittee on Site Operations (2009-present)
Member, Strategic Council (2010-present)
Pacific Earthquake Engineering Research Center
Chair, Transportation System Research Program Committee, 2011-present
MOST
IMPORTANT
PUBLICATIONS
1. Khaleghi, B., Schultz, E., Seguirant, Steve, Marsh, M.L., Haraldsson, O.S.,
Eberhard, M.O. and Stanton, J.F. (2012). Accelerated Bridge Construction in
Washington State -- From Research to Practice, PCI Journal, Preacast/Prestressed
Concrete Institute, Fall, pp. 34-49.
2. Haraldsson, O.S., Janes, T.M., Eberhard, M.O., and Stanton, J.F. (2012). "Seismic
Resistance of Socket Connection between Footing and Precast Column," to appear
in Journal of Bridge Engineering, ASCE, pp .
3. OBrien, P., Eberhard, M.O., Haraldsson, O., Irfanoglu, A., Lattanzi, D., Lauer, S.
and Pujol, S. (2011). Measures of the Seismic Vulnerability of Reinforced
Concrete Buildings in Haiti, Earthquake Spectra, Earthquake Engineering Research
Institute, October, pp. 373-386.
4. DesRoches, R., Comerio, M., Eberhard, M.O., Mooney and W., Rix, G. (2011).
Overview of the 2010 Haiti Earthquake, Earthquake Spectra, Earthquake
Engineering Research Institute, October, pp. 1-21.
5. Pang, B.K., Eberhard, M.O., and Stanton, J.F. (2010), Large-Bar Connection for
Precast Bridge Bents in Seismic Regions, Journal of Bridge Engineering, ASCE,
May-June, pp 231-239.
6. Steuck, K., Stanton, J.F. and Eberhard, M.O. (2009), Anchorage of Large-Diameter
Reinforcing Bars in Ducts, ACI Structural Journal, July-August, pp 506-513.
7. Elwood K.J. and Eberhard, M.O. (2009), Effective Stiffness of Reinforced
Concrete Columns, ACI Structural Journal, July-August, pp 476-484.
8. Johnson, N., Ranf, R.T., Saiidi, S., Sanders, D. and Eberhard, M. (2008), Seismic
Testing of a Two-Span Reinforced Concrete Bridge, Journal of Bridge
Engineering, ASCE, March-April, pp 173-182.
(past 5 years)
DEVELOPMENT
Regular attendance/participation in academic/professional conferences.
Page 285
Anne V. Goodchild, Ph.D. Associate Professor

EDUCATION
Ph.D. in Civil &Environmental Engineering: Transportation University of

California at Berkeley, 2005.
M.S. in Civil and Environmental Engineering: Transportation University of
California at Berkeley, 2002.
B.S. in Mathematics (High Honors), Minor in Geology University of California at
Davis, 1995.
FACULTY
APPOINTMENTS
Assistant Professor, Civil & Environmental Engineering, Dec. 2005 August 2013
Adjunct Associate Professor, Industrial & Systems Engineering, Sept. 2012 - present
Associate Professor, Civil & Environmental Engineering, Sept. 2012 - present
RELATED
EXPERIENCE
PricewaterhouseCoopers, London UK and Menlo Park, CA June,1996 to May,

2001. Management Consultant.
PRINCIPAL
PUBLICATIONS
Pitera, K., L. Boyle, and A. Goodchild (2013) Process Comparison of Hours of

Service Recording for Commercial Vehicle Operations: Electronic vs. Paper. Journal
of Transp. Eng., 139(3), 266272.
(in last 5 years)
Wygonik, E., and A. Goodchild (2012) Evaluating the Efficacy of Shared-use

Vehicles For Reducing Greenhouse Gas Emissions: A Us Case Study Of Grocery
Delivery. Journal of the Transportation Research Forum, 51(2), 111-126
Andreoli, D., and A. Goodchild (2012) A Supply Chain Analysis of Truck Trip
Generation: a case study in Washington potatoes. Transportation Letters, 4(3), 153166
Klein, M., and A. Goodchild (2011) Pacific Highway Commercial Vehicle
Operations: Border Policy and Logistical Efficiency in a Regional Context,
Transportation Research Record: Journal of the Transportation Research Board, 2238,
15-23.
Zhao, W., and A. Goodchild (2011) Truck Travel Time Reliability and Prediction in a
Port Drayage Network. Journal of Maritime Economics and Logistics, 13(4), 387-418.
Pitera, K., F. Sandoval, and A. Goodchild (2011) A Model for Emissions Reduction
Evaluation in Urban Pickup Systems: A Heterogeneous Fleet Case Study.
Transportation Research Record, 2224, 8-16.
Gupta, G., Goodchild, A. and M. Hansen (2011) A Competitive, Charter Air-Service
Planning Model for Student Athlete Travel. Transportation Research Part B, 45, 128149.
Wygonik, E., and A. Goodchild (2011) Evaluating CO2 Emissions, Cost, and Service
Quality Trade-offs in an Urban Delivery System Case Study. IATSS (International
Association of Traffic and Safety Science) Research, 35(1), 7-15.
Ta, C., Goodchild, A., and B. Ivanov (2010) Building Freight Transportation System
Page 286
Resilience: Actions for State DOTs. Transportation Research Record, 2168, 129-135.
Andreoli, D., Goodchild, A., and K. Vitasek (2010). The Rise of Mega Distribution
Centers and the Impact on Logistical Uncertainty. Transportation Letters, 2(2), 75-88.
Zhao, W., and A. Goodchild (2010) The Impact of Truck Arrival Information on
Container Terminal Rehandling. Transportation Research Part E, 46(3), 327-343.
Ta, C., Goodchild, A., and K. Pitera (2009). Structuring a Definition of Resilience for
the Freight Transportation System, Transportation Research Record: Journal of the
Transportation Research Board, 2097, 19-25.
HONORS AND
AWARDS
Allan and Inger Osberg Endowed Chair of Civil and Environmental Engineering,
2012
Junior Faculty Research, College of Engineering Community of Innovators Award,
2012
2nd Prize, College-Industry Council on MH Education Outstanding Material Handling
and Logistics paper, 2008
SERVICE
Editor, International Journal of Logistics and Transportation Research, 2013-present
(in last 5 years)
Chair, Organizing Committee for Innovations in Urban Freight workshop, 2012,

Seattle WA
Member, City of Seattle Freight Advisory Board, chair 2011 - 2013
Chair, Organizing Committee for Workshop on Data and Tools for Linking Goods
Movement, Air Quality, and Transportation Infrastructure Decisions, 2009
Chair, Transportation Research Board Standing Committee on Intermodal Freight
Transportation (AT045), 2013
Editorial Board, Transportation Research Part A, 2008 present
Editorial Board, Transportation Letters, 2008 present
Member, Secretary, and Paper Review Chair, Best Paper Award Committee,
Transportation Research Board Standing Committee on Freight Transportation
Planning and Logistics (AT015), 2006 - 2012
Member, organizing committee, TRB Adapting Freight Models and Traditional
Freight Data Programs for Performance Measurement Workshop, 2012
Member, oversight panel, NCFRP 36(04) - Carbon Footprint of Supply Chains, 2011
Member, National Cooperative Freight Research Program oversight panel, Project 23,
Economic and Transportation Drivers for Siting Freight Intermodal and Warehouse
Distribution Facilities, 2009 2011
Keynote Speaker, UW Women in Science and Engineering Conference, Two Decades
in Stride, February 2011
DEVELOPMENT
Regular attendance/participation in professional conferences
Page 287
Alexander R. Horner-Devine, Ph.D. Associate Professor
EDUCATION
Ph.D. in Civil and Environmental Engineering Stanford University, 2003.

M.S. in Civil and Environmental Engineering Stanford University, 1998.
B.S. in Mechanical and Aerospace Engineering Princeton University, 1995.
FACULTY
APPOINTMENTS
Associate Professor of Civil and Environmental Engineering 2004 to

present.
Adjunct Assistant Professor, School of Oceanography (University of
Washington) 2010 - present
RELATED
EXPERIENCE
Stanford University, Stanford CA 2003-2004.

Postdoctoral fellow.
CONSULTING
AND PATENTS
Delta Geoscience, Delta, BC, Canada 1996
STATES OF
REGISTRATION
None.
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Nowacki*, D.J., A.R. Horner-Devine, J.D. Nash, D.A. Jay. 2012. Rapid
sediment removal from the Columbia River plume near field. Cont. Shelf
Res. 35 pg.1628.
Yuan*, Y, M.E. Avener* and A.R. Horner-Devine, 2011. A two-color optical
thickness method for determining layer depth in two interacting buoyant
plumes. Exp. Fluids. 50:5, pg. 1235-1245, doi: 10.1007/s00348-010-0969-y
Talke*, S. A., A. R. Horner-Devine, and C. C. Chickadel, 2010. Mixing layer
dynamics in separated flow over an estuarine sill with variable stratification,
J. Geophys. Res, 115.
Horner-Devine, A.R., 2009. The bulge circulation in the Columbia River
plume, Cont. Shelf Res. 29, 234251
Horner-Devine, A.R, D. A. Jay, P. M. Orton and E.Y. Spahn*, 2009. A
conceptual model of the strongly tidal Columbia River plume, J. Mar. Sys.,
78, 460475, doi:10.1016/j.jmarsys.2008.11.025
SOCIETIES
International Association of Hydraulic Researchers (2005-present)

American Geophysical Union (1998-present)
HONORS AND
Page 288
AWARDS
CEE Outstanding Teacher Award, 2011

Nominated for College of Engineering, Junior Faculty Innovator Award, 2009
Nominated for Straub Award for most meritorious thesis, 2004
SERVICE
ASCE Technical Committee on Hydraulic Measurements and Experimentation

(2009-present).
(in last 5 years)
Department representative UWE Tsunami Certificate Advisory Board

Admissions coordinator, HWR program 2007-2010
UW Engineering Open House and BRIDGE programs for Seattle K-8 and
entering engineering students
UW Center for Engineering Learning and Training: Workshop to incorporate
new pedagogical research into engineering education
Undergraduate researchers: 6 REU, 10 total
DEVELOPMENT
Active in the American Geophysical Union through regular conference

attendance and session organization.
Page 289
Erkan Istanbulluoglu Assistant Professor
EDUCATION
PhD., Civil and Environmental Engineering, Utah State University, June 2003
MS., Agricultural Engineering, Uludag University, Turkey, June 1998
BS., Agricultural Engineering Uludag University, Turkey, June 1996
FACULTY
Assistant Professor, University of Washington, Civil and Environmental Engineering,
APPOINTMENTS 09/2009-present
Assistant Professor, University of Nebraska, Geosciences & Biological Systems
Engineering, 08/2005 08/2008
School of Natural Resources & Biological Systems Engineering, 08/2008 09/2009
RELATED
Postdoctoral Associate, Massachusetts Institute of Technology, Civil and
EXPERIENCE
Environmental Engineering, 09/2002-08/2005
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
None at present
SOCIETIES
American Geophysical Union

Universities Council on Water Resources (UCOWR)
American Meteorological Society
HONORS AND
AWARDS
Deutscher Akademischer Austausch Dienst (DAAD) Scholarship, 1995
SERVICE
Departmental service
Undergraduate Committee, University of Washington, Civil and Env. Eng. (20102012)
Hiring Committee: Research Asst. Prof. position in Environmental Microbiology
Research, 2010.
University of Washington/ University of British Colombia Hydrology & Water
Resources Symposium, Autumn 2010, 2011.
University of Washington representative of Universities Council on Water Resources.
Professional society and other service
Ecogeomorphology: Footprints on a Landscape, AGU fall meeting, San Francisco,
CA, 2012 (convener).
Landscape System Response Under Change, AGU fall meeting, San Francisco, CA
2011 and 2012 (convener).
Emerging Topics in Interdisciplinary Hydrology: Biogeochemistry, Ecology, and
Geomorphology. AGU fall meeting, San Francisco 2010 (convener).
GIS Terrain Analysis for Hydrologic Applications, AGU fall meeting, San Francisco,
2008 (convener).
Committee member of the Ecohydrology Technical Subcommittee of the American
Geophysical Union (AGU) Hydrology Section (2010 present)
AGU Natural Hazards Focus Group - Advisory Board Membership (2010-2012).
(in last 5 years)
Page 290
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Students indicated with 1.

Bracht-Flyr B.1, E. Istanbulluoglu, and S. Fritz (2013). A hydro-climatological lake
classification model based on the Budyko hypothesis and its evaluation using
global data. Journal of hydrology, 486 (2013) 376383.
Frans, C.1, E. Istanbulluoglu, Mishra, V., Munoz-Arriola, F., and D.P. Lettenmaier
(2013). On runoff trends in the Upper Mississippi River Basin: influences of
climate and land use, Geophysical Research Letters, DOI: 10.1002/grl.50262.
Soylu E. 1, J.D. Lenters, E. Istanbulluoglu, and S.P. Loheide (2012). On
evapotranspiration and shallow groundwater fluctuations: A Fourier-based
improvement to the White method. Water Resour. Res., 48, W06506,
doi:10.1029/2011WR010964.
Herrman, K.S.2, D.T. Scott, J.D. Lenters, and E. Istanbulluoglu (2012). Nutrient loss
following Phragmites australis removal in controlled soil mesocosms. Water, Air
& Soil Pollution, 223, 1-12. DOI 10.1007/s11270-012-1113-9
Francipane A., V.Y. Ivanov, L.V. Noto, E. Istanbulluoglu, E. Arnone, R.L. Bras
(2012). tRIBS-Erosion: A parsimonious physically-based model for studying
catchment hydro-geomorphic response. CATENA, pp. 216-231,
10.1016/j.catena.2011.10.005
Istanbulluoglu E., T. Wang2, O. M. Wright1, and J.D. Lenters (2012). Interpretation of
Hydrological Trends from a water balance perspective: The role of groundwater
storage in the Budyko hypothesis, Water Resour. Res., 48, W00H16, doi:10.1029/
2010WR010100.
Istanbulluoglu E., T. Wang1, and D.A. Wedin (2012). Evaluation of Ecohydrologic
Model Parsimony at Local and Regional Scales in a Semiarid Grassland
Ecosystem. Ecohydrol. 5, 121142, doi: 10.1002/eco.211.
Lenters J.D., Cutrell G.J. 1, E. Istanbulluoglu, D.T. Scott, K.S. Herrman, A. Irmak,
D.E. Eisenhauer (2011). Seasonal Energy and water balance of a Phragmites
Australis-dominated wetland in the Republicn River Basin of south-central
Nebraska (USA), Journal of Hydrology, 408 1934.
Soylu E. 1, E. Istanbulluoglu, J.D. Lenters, and T. Wang1 (2011). Quantifying the
Impact of Groundwater Depth on Evapotranspiration in a Semi Arid Grassland
Region, Hydrol. Earth Syst. Sci., 15, 787806.
Yetemen O. 1, E. Istanbulluoglu, and E.R. Vivoni (2010). The implications of geology,
soils, and vegetation on landscape morphology: Inferences from semiarid basins
with complex vegetation patterns in Central New Mexico, USA. Geomorphology,
116, 246263.
Wang, T1., E. Istanbulluoglu, J. D. Lenters, and D.T. Scott (2009). On the role of
groundwater and soil texture in the regional water balance: An Investigation in
the Nebraska Sand Hills, USA. Water Resour. Res., 45, W10413,
doi:10.1029/2009WR007733.
Attend the American Geophysical Union Fall meeting every year.
American Meteorological Society Meeting, 2011
Page 291
Donald J. Janssen Associate Professor of Civil Engineering

EDUCATION
FACULTY
APPOINTMENTS
RELATED
EXPERIENCE
STATES OF
REGISTRATION
PRINCIPAL
PUBLICATIONS
Ph.D. in Civil Engineering University of Illinois, 1985.

M.S. in Civil Engineering University of Illinois, 1980.
B.S. in Civil Engineering University of Illinois, 1978.
Associate Professor of Civil Engineering 1991 to present.
Assistant Professor of Civil Engineering 1985-1991.
27 years at University of Washington
University of Minnesota, Department of Civil Engineering, Minneapolis,
Minnesota 1998-1999, Braun Intertec Visiting Professor
University of Pittsburgh, Department of Civil Engineering, Pittsburgh,
Pennsylvania 2011-12, Visiting Scholar
Pearson Education - Review of Materials for Civil and Construction Engineers,
2003, 2012
Instructor for TRANSPEED Short Course: "Inspecting Public Works Projects",
June 5-6, 2006 and March 21-22, 2007.
None
Janssen, D., N. Connolly, E. Hanson, E.; N. Dufalla, and J. Vandenbossche
(2012) Characterizing Recycled Concrete Fines for Re-use in Concrete Mixtures,
Ibausil 18. Internationale Baustofftagung, Vol. 2, Paper No. 3.29, pp. 10741081.
Shogren, R. and D. Janssen (2012) Using Cement Kiln Dust as a Process
Addition to Improve Ground Granulated Blast Furnace Slag Compressive
Performance, Ibausil 18. Internationale Baustofftagung, Vol. 1, Paper No. 1.58,
pp. 533-539.
Dufalla, N.A., E.M. Hanson, N.J. Connolly, J.M. Vandenbossche and D.J.
Janssen (2012) Characterizing Waste Concrete Fines for Incorporation into
Ready-Mixed Concrete, International Concrete Sustainability Conference,
Seattle, WA.
Janssen, D.J. (2010) Freeze-Thaw Performance of Concrete: Reconciling
Laboratory-based Specifications with Field Experience, Journal of ASTM
International (JAI), Volume 7, Number 1.
Shogren, R., D. Janssen and G. McKinnon, (2009) Evaluating concrete wash
water for predicting set acceleration in mixtures using recycled wash water,
Ibausil 17. Internationale Baustofftagung, Paper No. 3.38, Weimar, Germany.
pp. 1069-1074.
Janssen, D.J. and R.G. Shogren (2009), Recycling the rest of concrete,
and improving properties at the same time, Ibausil 17. Internationale
Baustofftagung, Paper No. 3.32, , Weimar, Germany. pp. 1035-1040.
Page 292
SOCIETIES
SERVICE
DEVELOPMENT
ACI American Concrete Institute. Member since 1987, Washington Chapter

(local) member since 1988.
RILEM TC-IDC, Internal Damage of Concrete due to frost action, Member and
Secretary 1997 to 2003, RILEM TC-FLM, Modeling of life-time of concrete
under different types of frost and de-icing salt attack, 2004-2008
ACI Committee 201, Concrete Durability, Member 1993-present; ACI
Committee 201B, Revision to the Guide for Durable Concrete, Member 1991present
Member of NCHRP Project D18-16 Project Panel, 2011-present.
Member of NCHRP Project D18-13 Project Panel, 2006-2012.
University of Washington Disciplinary Committee, 2007, 2010, 2013.
University of Washington Faculty Council on Academic Standards, Chair, 20042006, Member, 2001-2007, 2010-present, including the Subcommittee on
Admissions and Graduation 2003-present (Chair, 2006-07)
University of Washington ROTC Officer Education Committee and Performance
Review Board member, 2007-2013
University of Washington Faculty Council on Instructional Quality, 2007-10
Reviews are regularly made for the American Concrete Institute (ACI) and the
American Society for Civil Engineers (ASCE) and occasionally for the American
Society for Testing and Materials (ASTM), the International Journal of Pavement
Engineering (ISJE) and the International Union of Testing and Research
Laboratories for Materials and Structures (RILEM).
Faculty Workshop on Assessing Program Outcomes, ABET, Chicago, May 13,
2006
American Society for Civil Engineers, ABET Evaluator Training, March 29-30,
2005.
Page 293
Gregory V. Korshin Professor

EDUCATION
Ph.D., Physical Chemistry, Kirov Technological University, Russia, 1984

M.S., Optics and Spectroscopy, Kazan State University, Russia, 1978
B.S., Physics, Kazan State University, Russia, 1976
FACULTY
Research Associate, Department of Civil Engineering, University of Washington, August
APPOINTMENTS
1991 to April 1998.
Research Associate Professor, Department of Civil Engineering, University of
Washington, April 1998 to September 2000.
Associate Professor WOT, Department of Civil Engineering, University of Washington,
September 2000 to September 2003.
Associate Professor, Department of Civil Engineering, University of Washington,
September July 2003 to September 2007.
Professor, Department of Civil Engineering, University of Washington, 9/2007- present.
RELATED
Engineer, State Institute of Applied Optics, Kazan, Russia, 8/1978 to 9/1980.
EXPERIENCE
Engineer, Medical Instruments Company, Kazan, Russia,12/1983 to 8/1984.
Research Scientist, Kirov Technological University, Russia, August 1984 to August 1987.
Senior Research Scientist, Kirov Technological University, Russia, 9/1987 to 7/1991.
CONSULTING
AND PATENTS
CDM Inc. corrosion control options for the city of Boston (2005)
U.S. EPA, Region IV examination of properties and reactivity of natural organic matter
in the Potomac River (2005-2006)
CDM Inc. examination of the properties of natural organic matter in the Rio Grande
River and corrosion control option (2005-2006)
CDM Inc. effects of desalination on the corrosion of metals in Santa Cruz distribution
system (2008-2009)
Faegre & Benson Inc. (Minneapolis, MN) examination of water quality effects on stress
corrosion cracking of copper alloys (2009-present)
STATES OF
REGISTRATION
None at present
SOCIETIES
American Geophysical Union, 2006-present

American Chemical Society, 1995-present
Association of Environmental Engineering and Science Professors, 2000-present
International Humic Substances Society, 1996-present
International Water Association, 2004-present
HONORS AND
AWARDS
Institut de Physique du Globe de Paris Invited Professor Award, 2008

Best poster presentation at NOM2008 conference of International Water Association,
Bath, United Kingdom, September 2008
Fulbright Foreign U.S./Brazil Scholarship award, July 2009
Fresh Ideas Best poster presentation at Annual Conference of American Water Works
Association, San Diego, CA June 2009
Australian International Center of Excellence in Water Resource Management Visiting
Page 294
Scholar Award, 2011

Senior International Professorship with the Chinese Academy of Science, 2012
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Chair of graduate admission committee (EES program), 2006-present

Member of AWWA Committee on Emerging Contaminants, 2010-present
Member of Review Panels of National Science Foundation, 2007-present
Assessor for Australian Research Council, 2009-present
Reviewer for Qatar National Research Fund, 2009-present
Member of the editorial board of Water Research, 2010-present
Member: Italian Agency for Evaluation of Universities and Research, 2012-present
Member of the Awards Committee of the Association of Environmental Engineering and
Science Professors, 2013-present
Roccaro, P., F.G.A.Vagliasindi, G.V.Korshin (2009). Changes of NOM fluorescence
caused by chlorination and their associations with disinfection by-products formation.
Environmental Science and Technology, 43 (3), 724-729.
Liu, H., G.V.Korshin, J.F.Ferguson (2009). Interactions of Pb(II)/Pb(IV) solid phases
with chlorine and their effects on lead release. Environmental Science and
Technology, 43 (9), 3278-3284.
Liu, H., K.D.Schonberger, G.V.Korshin, J.F.Ferguson, P.Meyerhofer, E.Desormeaux,
H.Luckenbach (2010) Effects of Blending of Desalinated Water with Treated Surface
Drinking Water on Copper and Lead Release. Water Research, 44 (14), 4057-4066.
Peng, C.Y., G.V.Korshin (2011). Speciation of trace inorganic contaminants in the
corrosion scales and deposits formed in the drinking water distribution systems. Water
Research, 45 (17), 5553-5563.
Liu, Haizhou, An.M. Kuznetsov, A.N.Masliy, J.F.Ferguson, G.V.Korshin (2012)
Formation of Pb(III) Intermediates in the Electrochemically Controlled Pb(II)/PbO2
System. Environmental Science and Technology, 46 (3), 1430-1438.
Chen, Liu, V.Nanaboina, G.V.Korshin (2012) Formation of degradation products of
fluoroquinolone antibiotics in ozonated water and their modeling based on in situ
absorbance monitoring data. Water Research, 46 (16), 5235-5246.
Wei, Li, V.Nanaboina, Q.Zhou, G.V.Korshin (2013) In situ quantitation of exposures to
hydroxyl radicals and formation of representative products of oxidation of effluent
organic matter by Fenton- and Fenton-like oxidations via analysis of 3D excitationemission matrixes of treated wastewater. Journal of Hazardous Materials, 244-245,
698-708.
Mingquan, Y., D.S.Wang, M.Benedetti G.V.Korshin, (2013) Quantifying metal ions
binding onto dissolved organic matter using log-transformed absorbance spectra.
Water Research, 47 (7), 2603-2611
Workshop on Crystal Ball Software for Monte Carlo Simulations, July 2005
Washington State Dept. of Ecology Water Quality Modeling Workshop, July 2004
Summer Institute for Teaching Excellence, June 2004
Work with CELT on teaching development, 2000 - present.
Page 295
Steven L. Kramer, Ph.D. Full Professor
EDUCATION
Ph.D. in Civil Engineering University of California, Berkeley, 1985.

M.S. in Civil Engineering University of California, Berkeley, 1979.
B.S. in Civil Engineering University of California, Berkeley, 1977.
FACULTY
Professor of Civil Engineering, 1997-present.
APPOINTMENTS Associate Professor of Civil Engineering, 1990-1997.
Assistant Professor of Civil Engineering, 1984-1990.
Years at University of Washington: 29
RELATED
Lecturer, European School for Advanced Studies in the Reduction of Seismic
EXPERIENCE
Risk (ROSE School), University of Pavia 2006 - present.
Senior Research Scientist, Geohazards Centre of Excellence, Norwegian
Geotechnical Institute 2003.
CONSULTING
Seattle Public Utilities, Seattle, WA August, 2012 present.
AND PATENTS
Reviewing soil-structure interaction analyses of buried reservoirs.
ERRG November, 2012 - present.
Consulting on seismic stability of hazardous waste impoundment in S.
California.
STATES OF
California (inactive)
REGISTRATION
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Kramer, S.L. and Mitchell, R.A. (2006). An Efficient and Sufficient Scalar
Intensity Measure for Soil Liquefaction, Earthquake Spectra, Vol. 22,
No. 2, pp. 1-26.
Kramer, S.L. and Mayfield, R.T. (2007). The return period of liquefaction,
Journal of Geotechnical and Geoenvironmental Engineering, ASCE, Vol.
133, No. 7, pp. 1-12.
Mayfield, R.T. and Kramer, S.L. (2006). Performance-Based Liquefaction
Hazard Evaluation, Proceedings, KU-UW International Symposium #1 on
Design Strategy towards Safety & Symbiosis of Urban Space, Kobe, Japan,
September.
Kramer, S.L., Mayfield, R.T., and Huang, Y.-M. (2006). Performance-Based
Liquefaction Potential: A Step Toward More Uniform Design Requirements,
Proceedings, U.S.-Japan Workshop on Seismic Design of Bridges, Bellevue,
WA.
Mayfield, R.T., Kramer, S.L., and Huang, Y.-M. (2010). Simplified
approximation procedure for performance-based evaluation of
liquefaction potential, Journal of Geotechnical and Geoenvironmental
Akin, M.K., Kramer, S.L., and Topal, T. (2011). Empirical Correlations of
Shear-Wave Velocity and Penetration Resistance for Different Soils in
an Earthquake-Prone Area, Engineering Geology, Vol. 119, No. 1, pp.
1-17.
Anderson, D.G., Shin, S., and Kramer, S.L. (2011). Observations from
Page 296
Nonlinear, Effective-Stress Ground Motion Response Analyses

following the AASHTO Guide Specifications for LRFD Seismic Bridge
Design, Transportation Research Record, Vol. 2251, pp. 144-154.
Stuedlein, A.W., Kramer, S.L., Arduino, P., and Holtz, R.D. (2012).
Geotechnical Characterization and Random Field Modeling of
Desiccated Clay, Journal of Geotechnical and Geoenvironmental
Engineering, ASCE, accepted, in press.
Stuedlein, A.W., Kramer, S.L., Arduino, P., and Holtz, R.D. (2012).
Reliability of Spread Footing Performance in Desiccated Clay,
Journal of Geotechnical and Geoenvironmental Engineering, ASCE,
accepted, in press.
Akin, M.K., Topal, T., and Kramer, S.L. (2012). Seismic Microzonation of
Erbaa, Tokat Province Based on AHP, Environmental and Engineering
Geoscience, Vol. 18, No. 3, 14 pp.
SOCIETIES
American Society of Civil Engineers, Member

Earthquake Engineering Research Institute, Member
U.S. Universities Council on Geotechnical Engineering Research, Member
Seismological Society of America, Member
HONORS AND
AWARDS
Chi Epsilon Civil Engineering Honor Society, 1976

Honor Students Society, University of California at Berkeley, 1976
Research Initiation Award, National Science Foundation, 1985
Presidential Young Investigator Award, National Science Foundation, 1988
Arthur Casagrande Professional Development Award, ASCE, 1991
Walter Huber Research Prize, ASCE, 1996
John R. Kiely Professorship, University of Washington, 1997-2006
Norman Medal, ASCE, 2009
Puget Sound Academic Engineer of the Year, PSEC, 2012
SERVICE
Chair Search Committee 2008-09

Valle Committee 2005 - present.
CEE Promotion and Tenure Committee 2009, 2012 present.
(in last 5 years)

DEVELOPMENT
ASCE Soil Dynamics Committee, Member

Earthquake Engineering and Soil Dynamics 2008, Org. Committee Member
Earthquake Engineering Research Institute, Ad hoc advisory committee on
liquefaction dispute, 2010
ASCE Conference Coordination Committee, Chair, 2006-2012
Pacific Earthquake Engineering Research Center, Executive Committee
Member, 1998 2004.
Pacific Earthquake Engineering Research Center, Transportation Systems
Research Program, Research Committee Member, 2010 present.
Page 297
Timothy Larson, Ph.D. Full Professor
EDUCATION
Ph.D., Department of Civil Engineering University of Washington, 1976.

M.S. in Chemical Engineering University of Washington, 1972.
B.S. in Chemical Engineering Lehigh University , 1968.
FACULTY
APPOINTMENTS
Professor of Civil and Environmental Engineering 1991 to present.

Associate Professor of Civil Engineering, 1986-1991
Professor of Environmental & Occupational Health Scinnces (UW)2010 to
present.
RELATED
EXPERIENCE
School of Occupational and Environmental Hygiene, University of British

Columbia, 2004-2005.
Visiting Professor
CONSULTING Consultant to EPAs Clean Air Science Advisory Committee, 2007, 2013
AND PATENTS
STATES OF
REGISTRATION
None.
PRINCIPAL
PUBLICATIONS
Su J., Buzzelli M., Brauer M., Gould T., Larson T.V. (2008) Modeling spatial
variability of airborne levoglucosan in Seattle, Washington Atmospheric Environment
42(22) , 5519-5525.
(in last 5 years)
Timothy Larson, Sarah B. Henderson, and Michael Brauer (2009) Mobile Monitoring
of Particle Light Absorption Coefficient in an Urban Area as a Basis for Land Use
Regression Environmental Science and Technology 43(13), 4672-4678.
Dean A. Hegg, Stephen G. Warren, Thomas C. Grenfell, Sarah J. Doherty, Timothy V.
Larson, Antony D. Clarke (2009) Source Attribution Of Black Carbon In Arctic Snow
Environmental Science and Technology, 43(11), 4016-4021.
Alon Bassok, Phil Hurvitz, Christine Bae and Timothy Larson (2010) Measuring
Neighborhood Air Pollution: The Case of Seattles International District Journal of
Environmental Planning and Management 53(1), 23-39.
Steen Solvang Jensen, Tim Larson, Deepti KC. Joel Kaufman. (2009) Modeling Traffic
Air pollution in Street Canyons in New York City for Intra-urban Exposure
Assessment in the US Multi-Ethnic Study of Atherosclerosis and Air Pollution
Page 298
Atmospheric Environment 53(1), 23-39.

Darren Wilton, Adam Szpiro, Timothy Gould and Timothy Larson (2010) Improving
Spatial Concentration Estimates for Nitrogen Oxides Using a Hybrid Meteorological
Dispersion/Land Use Regression Model in Los Angeles, CA and Seattle, WA. Science
of the Total Environment 408, 1120-1130.
Timothy Larson,, Barbara Zelinska, Rob Ireson, L.J. Sally Liu (2011)Source
apportionment of PM2.5 inside two school buses using partial least squares regression
discriminant analysis with chemical mass balance Atmospheric Pollution Research
2(2), 144-150.
Cosselman, K.E., Krishnan, R., Oron, A.P., Jansen, K., Peretz, A., Sullivan, J.H.,
Larson, T.V., and Kaufman, J.D. (2012) Blood pressure response to controlled diesel
exhaust exposure in human subjects Hypertension 59, 943-948.
Ballinger M., Woodruff, R, Duchsherer C, Larson T.V. (2013) Estimating Air
Chemical Emissions from Research Activities Using Stack Measurement Data
Journal of the Air and Waste Management Association 63(3), 336-348.
Alexander D, Linnes J C, Bolton S, and Larson T. (2013) Evaluating the association
between improved stove implementation and respiratory health-related quality of life in
a small intervention study in Bolivia Journal of Epidemiology and Community Health
(in press)
Sampson P D, Richards M, Szpiro A A, Bergen S, Sheppard L, Larson T V, Kaufman J
D (2013) A Regionalized National Universal Kriging Model using Partial Least
Squares Regression for Estimating Annual PM2.5 Concentrations in Epidemiology
Atmospheric Environment (in press)
SOCIETIES
Air and Waste Management Association

American Association for Aerosol Research
International Society of Exposure Analysis
HONORS AND
AWARDS
By EPA for outstanding work in the field of air toxics
SERVICE
Clean Air Science Advisory Committee, EPA
(in last 5 years)
Associate Chair, CEE
Air and Waste Management Association (PNWIS) for outstanding experimental

research in the field of air pollution
Acting Chair, CEE

ABET Coordinator, CEE
DEVELOPMENT
Remain active in both local and national air pollution research
Page 299
Dawn Lehman, Ph.D. Associate Professor

EDUCATION
Ph.D. in Civil Engineering University of California, Berkeley Dec. 1998.

B.S. in Civil Engineering Tufts University, 1989.
FACULTY
Associate Dean of Infrastructure 2012 to present
APPOINTMENTS Associate Professor 2008 to present
Assistant Professor of Civil and Environmental Engineering 2001 to present.
Acting Assistant Professor of Civil and Environmental Engineering 1998 to 2001.
RELATED
United Engineers and Constructors 1989 to 1990.
EXPERIENCE
Structural Engineer.
STATES OF
REGISTRATION
None.
SOCIETIES
ASCE-American Society of Civil Engineering. Member since 1995.

ACI American Concrete Institute. Member since 1995.
HONORS AND
AWARDS
Nominated UW Distinguished Teaching Award, 2006

Nominated College of Engineering, Distinguished Teaching Award, 2004
2008 Munro Prize, The Engineering Structures Award for the Best Paper of the Year
Outstanding Earthquake Spectra Paper, 2007, Earthquake Engineering Research Institute
John R. Kiely Professor in Civil and Environmental Engineering, 2006 -2010, UW
SERVICE
Director of the Structural Research Laboratory 2007 to 2012.

ACI 341, subcommittee chair 1999 to 2008
ACI 452, member 1999 to present.
ASCE Structures Congress 2003, Steering committee 2000-2003
ATC Chair of Wall Testing Program 2013 to present
UW Seismic Resilience Committee 2013 to present
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Chiaramonte, M. 1Arduino, P.2, Lehman, D., and Roeder C.2, Seismic Analyses of
Conventional and Improved Marginal Wharves. Earthquake Engineering and
Structural Dynamics, Jan 10 2013 DOI: 10.1002/eqe.2280.
Lehman, D. and Roeder, C. Seismic Performance of Improved Pile-To-Wharf Deck
Connections, PCI Journal to appear March-April 2013.
Moon J1, Lehman D., Ko H, and Lee H (2013). Analytical Simulation of Axial Behavior
of RCFT Wall. Applied Mechanics and Materials, Vol. 284-287, pp. 1220-1224.
doi:10.4028/www.scientific.net/AMM.284-287.1220.
Palmer, K.1 Roeder, C.2, Lehman, D., Okazaki, T.2 and Shield, C.2 Concentric X-Braced
Frames with HSS Bracing, International Journal of Steel Structures (IJoSS),
International Journal of Steel Structures, Sept 2012, Volume 12, Issue 3, pp 443-459.
Moon, J.1, Lehman, D. E.2, and Roeder, C. W.2 (2012). Strength of Circular Concretefilled Tubes (CFT) with and without Internal Reinforcement under Combined
Loading. ASCE Journal of Structural Engineering, Permalink:
http://dx.doi.org/10.1061/(ASCE)ST.1943-541X.0000788.
Lowes, L.2, Lehman, D., Birley A., Kuchma D.2, Marley, K. and Hart C. Seismic
Page 300
Behavior of Slender Planar Walls with Well-Confined Boundary Elements,"

Engineering Structures, Engineering Structures, Volume 43, issue (October, 2012), p.
31-47.ISSN: 0141-0296 DOI: 10.1016/j.engstruct.2012.04.040
Hsiao, P.1, Lehman, D., Roeder C2, and Berman, J2. Seismic Vulnerability of Older
Braced Frames, ASCE Journal of the Performance of Constructed Facilities, accepted
Hsiao, P.1, Roeder, C.2 and Lehman D. A Model to Simulate Special Concentrically
Braced Frames beyond Brace Fracture.", Earthquake Engineering and Structural
Dynamics, Article first published online: 11 May 2012 DOI: 10.1002/eqe.2202.
Moon, J.H.1, Roeder, C.2, Lehman D. and Lee, H. Analytical Modeling of Bending of
Circular Concrete-filled Tube Members, Engineering Structures, Vol. 42, Sept, 2012.
Hsiao, P.1, Lehman, D. and Roeder C.2 Improved Analytical Model for Special
Concentrically Braced Frames, Journal of Constructional Steel Research Volume 73,
June 2012, Pages 8094.
Kuder, K., Lehman, D., Berman, J., Hannesson G. and Shogren, R. Mechanical
Properties of Self Consolidating Concrete Blended with High Volumes of Fly Ash and
Slag Construction & Building Materials, Volume 34, Sept 2012, Pages 285-295.
Hannesson, G., Kuder, K., Shogren R. and Lehman, D. The influence of high volume of
fly ash and slag on the compressive strength of self-consolidating concrete
Construction & Building Materials, May 2012, Pages 161-168.
Berman, J.W., Wang, B.S.1, Olson, A.1, Roeder, C.W. , and Lehman, D.E , (2011) A
Triage Procedure for Gusset Plates in Steel Truss Bridges ASCE Journal of Bridge
Engineering Vol. 17 Issue 2 March/April 2012.
Lumpkin, E.1, Roeder, C.2 and Lehman, D., (2012) Seismic Performance Assessment of
Concentrically Braced Frames, Earthquake Spectra, May 2012, Vol. 28, No. 2.
Birely, A1, Lowes, L.2, and Lehman D. Effective Nonlinear Simulation Model for
Reinforced Concrete Joints, Engineering Structures, Vol. 34 Jan. 2012. p. 455-465
Lumpkin, E.1, Roeder, C.2 and Lehman, D. (2011) A New Balanced Design Method for
Braced Frames in Seismic Regions, Journal of Constructional Steel Research,
Volume 67, Issue 11, November 2011, pages 1760-1772 .
Roeder, C., Lehman, D. and Bishop, E. Strength and Stiffness of Concrete Filled Tubes,
ASCE Journal of Structural Engineering, Vol. 136, No. 12, December 2010, pp. 15451553, (doi 10.1061/(ASCE)ST.1943-541X.0000263).
Roeder, C.2, Lehman, D. and Thody, R.1 Composite Action in CFT Components and
Connections, AISC, Engineering Journal, Vol. 46, No. 4, Chicago, IL, pgs 229-42.
Yoo, J. H.1, Roeder, C.2 and Lehman, D. (2009) Simulated Behavior of Multi-Story XBraced Systems, Engineering Structures 31 182-197.
Lehman, D., Roeder, C. 2, Johnston, S. 1, Herman D. 1, and Kotulka, B. 1 (2008)
Improved Seismic Performance of Gusset Plate Connections, ASCE Journal of
Structural Engineering, Vol. 134, No. 6, pp. 181-189.
.
DEVELOPMENT
Page 301
Laura N. Lowes, Ph.D. Associate Professor
EDUCATION
Ph.D. in Civil Engineering University of California, Berkeley, 1999.

B.S. in Civil Engineering University of Washington, 1992.
FACULTY
APPOINTMENTS
Associate Professor of Civil and Environmental Engineering 2007 - present

Assistant Professor of Civil and Environmental Engineering 2000 - 2007.
RELATED
EXPERIENCE
Stanford University, Stanford, CA 1999 2000
CONSULTING
AND PATENTS
Applied Technology Council, 2007 - Present
STATES OF
REGISTRATION
None.
PRINCIPAL
PUBLICATIONS
Birely, A.C., Lowes, L.N., Lehman, D.E. Elastic Analysis of Concrete Frames
Considering Joint Flexibility ACI Structural Journal 109(3): 381-391.
(in last 5 years)
Baldvins, N., Berman, J.W., Lowes, L.N., Low*, N., and Janes, T. Development of
Damage Prediction Models for Steel Plate Shear Walls Earthquake Spectra, EERI
28(2): 405-426.
Assistant Professor of Civil and Environmental Engineering
Clayton, P., Winkley, T.B., Berman, J.W., Lowes, L.N. Experimental Investigation of
Self-Centering Steel Plate Shear Walls. Journal of Structural Engineering, ASCE 138(7)
(2012): 952-960.
Lowes, L.N., Lehman, D.E., Birely, A.C., Kuchma, D.A., Marly, K., Hart, C.
Earthquake Response of Slender Planar Concrete Walls with Modern Detailing
Engineering Structures Vol. 43, (2012): p 31-47.
Birely, A.C., Lowes, L.N., Lehman, D.E. A Practical Model for Seismic Behavior
of Reinforced Concrete Beam-Column Joints Engineering Structures Vol. 34,
(2012): p 455-465.
Clayton, P., Berman, J., Lowes, L.N. Seismic Design and Performance of SelfCentering Steel Plate Shear Walls. Journal of Structural Engineering, ASCE
138(1) (2012): 22-30.
Mitra, N., Mitra, S., Lowes, L.N. Probabilistic Model for Failure Initiation of
Reinforced Concrete Interior BeamColumn Connections Subjected to Seismic
Loading. Engineering Structures Vol. 33, No. 1 (2011): 154-162.
Tagawa H., G. MacRae and L.N. Lowes. Continuous Column Effects of Gravity
Column in U.S. Steel Moment-Resisting Frame Structures Part 2. Journal of
Structural and Construction Engineering, Transaction of AIJ (In Japanese). Vol.
75, No. 650 (2010): 761-770.
Lowes, L.N., Oyen, P. Lehman, D.E. Evaluation and Calibration of LoadDeformation Models for Concrete Walls ACI-SP 265: Thomas T.C. Hsu
Symposium: Shear and Torsion in Concrete Structures. Ed. A. Belarbi, Y.L. Mo,
A. Ayoub. Farmington Hills: American Concrete Institute (2009): 171-198.
Tagawa, H., G. MacRae and L.N. Lowes. Probabilistic Evaluation of Seismic
Performance of 3D One-Way and Two-Way Steel Moment Frame Structures.
Earthquake Engineering and Structural Dynamics 37 (2008): 681-696.
Berry, M.P., D.E. Lehman and L.N. Lowes. Lumped-Plasticity Models for
Page 302
Performance Simulation of Bridge Columns. ACI Structural Journal. 105(3)

(2008): 270-279.
SOCIETIES
American Concrete Institute Member since 1999

American Society of Civil Engineers Member since 1999
Earthquake Engineering Research Institute Member since 1999
HONORS AND
AWARDS
Fellow, American Concrete Institute, 2010

Outstanding Earthquake Spectra Paper, Earthquake Engineering Research Institute,
2007
George D. Nasser Award, Precast / Prestressed Concrete Institute, 2005
Japan Society for Promotion of Science, Short-Term Fellowship, 2002
Terman Fellowship, School of Engineering, Stanford University, 199900
SERVICE
(in last 5 years)
American Society of Civil Engineering, Associate Editor, Journal of Structural

Engineering, 2010-present.
American Concrete Institute - American Society of Civil Engineering, Member,
Committee 447: Finite Element Analysis of Reinforced Concrete Structures, 2003present (Committee Chair 2003-2009).
American Concrete Institute - American Society of Civil Engineering, Associate
Member, Committee 445: Shear and Torsion, 2008-present.
American Concrete Institute, Member, Committee 369: Seismic Repair and
Rehabilitation. 2008-present.
American Concrete Institute - American Society of Civil Engineering, Member,
Committee 445, Sub-Committee A: Shear and Torsion: Strut-and-Tie Modeling of
RC Structures. 2003-2010.
National Science Foundation, Member of proposal review panel, 1999, 2001, 2002,
2003, 2005, 2011.
Network for Earthquake Engineering Simulation Community and Communication
(NEEScomm), Member, Simulation Users Forum.
DEVELOPMENT
Regular attendance of conventions of the American Concrete Institute Conventions

and NEES Annual Meetings.
Page 303
Jessica D. Lundquist Associate Professor
EDUCATION
University of California, Davis, Atmospheric Science, B.S. 1999

University of California, San Diego, Oceanography, M.S. 2000
Scripps Institution of Oceanography, Oceanography, Ph.D. 2004
FACULTY
University of Washington, Civil Engineering, Associate Professor, 2011-present
APPOINTMENTS University of Washington, Civil Engineering, Assistant Professor, 2006-2011
RELATED
University of Colorado, Boulder, Postdoctoral Fellow, 2004-2006
EXPERIENCE
Scripps Institution of Oceanography, Postdoctoral Researcher, 2004-2004
CONSULTING
AND PATENTS
None
STATES OF
REGISTRATION
None
SOCIETIES
I have served the greater engineering and science community through regularly chairing
sessions at the American Geophysical Union fall meeting, by serving as a member of the
American Meteorological Society Mountain Meteorology Committee, and by serving as
an Associate Editor for the Journal of Hydrometeorology.
HONORS AND
AWARDS
2009 Outstanding Scientific Paper Award for improving forecasters understanding of

atmospheric rivers impacting the U.S. west coast, NOAA Office of Oceanic and
Atmospheric Research, (Neiman et al. 2008, see publications list).
Named one of 100 Most Creative People for 2010 by Fast Company Magazine.
Named one of Top 100 under 50 Diverse Emerging Leaders for 2011 by Diversity
MBA Magazine.
Climate Science Paper Award for most interesting, useful and relevant recent scientific
publication, 2008, California Department of Water Resources (Lundquist et al. 2008, see
publications list).
SERVICE
(in last 5 years)
I have broadened participation of groups underrepresented in science through regular

speaking at Women in Science and Engineering (WISE) conferences at the University of
Washington, through mentoring high-school student interns from low-income areas, and
through speaking events for junior high and high school students.
I regularly relate my science to the general public through exhibits at the Univeristys
annual open house and at the Pacific Science Center. I have given public lectures on
campus and annually at Yosemite National Park.
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Lundquist, J. D., J. Minder, P. J. Neiman, and E. Sukovich, 2010. Relationships between

Barrier Jet Heights, Orographic Precipitation Gradients, and Streamflow in the Northern
Sierra Nevada, J. Hydrometeorology, 11, 11411156, doi: 10.1175/2010JHM1264.1.
Lundquist, J. D., P. J. Neiman, B. Martner, A. B. White, D. J. Gottas, and F. M. Ralph,
2008. Rain versus Snow in the Sierra Nevada, California: Comparing radar and surface
observations of melting level. J. Hydrometeorology, 9, 194-211, doi:
10.1175/2007JHM853.1.
Page 304
Neiman, P. J., F. M. Ralph, G. A. Wick, J. D. Lundquist, and M. D. Dettinger, 2008.

Meteorological characteristics and overland precipitation impacts of atmospheric rivers
affecting the west coast of North America based on eight years of SSM/I satellite
observations. J. Hydrometeorology, 9, 22-47, doi: 10.1175/2007JHM855.1.
Lundquist, J. D., N. Pepin, and C. Rochford, 2008. Automated algorithm for mapping
regions of cold-air pooling in complex terrain, J. Geophys. Res., 113, D22107,
doi:10.1029/2008JD009879.
Raleigh, M. S. , K. Rittger, C. E. Moore, B. Henn, J. A. Lutz, and J. D. Lundquist, 2013,
Ground-based testing of MODIS fractional snow cover in subalpine meadows and forests
of the Sierra Nevada, Remote Sensing of the Environment, 128, 44-57. doi:
http://dx.doi.org/10.1016/j.rse.2012.09.016
Minder, J. R., P. W. Mote, and J. D. Lundquist, 2010. Surface temperature lapse rates
over complex terrain: Lessons from the Cascade Mountains, J. Geophys. Res., 115,
D14122, doi:10.1029/2009JD013493.
DEVELOPMENT
Page 305
1. Joe P. Mahoney Full Professor

2. EDUCATION
3. ACADEMIC
EXPERIENCE
4. NONACADEMIC
EXPERIENCE
(non-UW experience
deleted for brevity)
Ph.D. in Civil Engineering Texas A&M University, 1979.

M.S. in Civil Engineering Texas A&M University, 1970.
B.S. in Civil Engineering Texas A&M University, 1968.
Professor of Civil Engineering 1990 to present. Full-time.
Associate Professor of Civil Engineering 1984 to 1990. Full-time
Assistant Professor of Civil Engineering 1981 to 1984. Full-time
Research Assistant Professor of Civil Engineering 1978 to 1981. Full-time
Division Director, Transportation and Construction, University of Washington
Department of Civil and Environmental Engineering, 2006 to 2012.
William M. and Marilyn M. Conner Endowed Professor of Civil and
Environmental Engineering. 2009 to current.
Inger and Allan Osberg Professor of Civil Engineering, 1992 to 1999.
Associate Chair, University of Washington, Department of Civil Engineering,
September 1992 to September 1997.
Director, Washington State Transportation Center, July 1991 to June 1993.
Acting Chair, Department of Civil Engineering, University of Washington,
February 1990 to September 1990.
TSCE Program Director, Department of Civil Engineering, University of
Washington, 1988 to February 1990, September 1996 to 2000.
5.
CERTIFICATIONS
EIT and PP ExamsPassed (Texas)

Cold Regions Engineering Certification
6. MEMBERSHIP
IN SOCIETIES
Tau Beta Pi
Chi Epsilon
Phi Kappa Phi
American Society for Testing and Materials (Department Representative)
7. HONORS AND
AWARDS
Graduate Fellow, National Science Foundation, 1968

US Air Force Commendation Medal, 1972
Emmons Best Paper Award - 1983 - Association of Asphalt Paving
Technologists
Outstanding Professor Award (with Jim Evans) - UW ASCE Student
Chapter - 1985
K.B. Woods Award (Outstanding paper in design and construction of
transportation facilities) - 1985 - Transportation Research Board
K.B. Woods Award - 1987 - Transportation Research Board
Excellence in Oral Presentation Awards (2) for the presentations entitled
"The Relationship Between Axle Configurations, Wheel Loads and Pavement
Structures" and "Pavement Performance - A State DOT Perspective" at the
1988 Society of Automotive Engineers Truck and Bus Meeting and Exposition,
Indianapolis, Indiana, November 1988
Inger and Allan Osberg Professorship, 1992 2000
Transportek International Divisional Fellow, Council for Scientific and
Industrial Research, Pretoria, South Africa, Appointed January 1997
Transportation Research Board Profiles, TR News, No. 193, NovemberDecember 1997.
Outstanding Contribution to Online Learning, R1.edu Award, 2002-2003.
Page 306
(with Steve Muench)

Ronald D. Kenyon Research and Education Award for Outstanding
Contributions to Hot Mix Asphalt Technology, National Asphalt Pavement
Association, 48th Annual Convention, San Diego, CA, 2003.
Outstanding Educator, UW College of Engineering, 2005.
Outstanding Associate Member Award, Washington Asphalt Pavement
Association, 2006.
Co-Director, Online Masters in Construction Engineering.
UW Committees: Too numerous to list and keep this close to 2 pages.
Luhr, D., Li, J., Uhlmeyer, J., and Mahoney, J. (2012), Preservation Strategies
for the Flexible Pavement Network of the Washington State Department of
Transportation, Journal of the Transportation Research Board No. 2306,
Transportation Research Board, Washington, DC.
Li, J., Luhr, D., Uhlmeyer, J., and Mahoney, J. (2012), Preservation Strategies
for the Concrete Pavement Network of the Washington State Department of
Transportation, Journal of the Transportation Research Board No. 2306,
Transportation Research Board, Washington, DC.
Al-Yagout, M., Al-Jassar, A., Al-Rukaibi, F., and Mahoney, J. (2012),
Evaluation of structural adequacy of pavements in Kuwait: A case study of
major arterial sections, Kuwait Journal of Science and Engineering, Kuwait
City, Kuwait, December 2012.
Transportation Research Board Annual Meeting, A Dialogue with Leaders in
the Design and Construction of Transportation Facilities, Pavements in the
Internet Era, Washington, DC, January 11, 2010.
Transportation Research Board Annual Meeting, Session 276, Pavement
Preservation Funding and Performance in Washington State, Washington, DC,
January 11, 2010.
Transportation Infrastructure, Funding, and Renewable Energy, 2010 NW
Transportation Conference, Corvallis, Oregon, February 9, 2010.
Keynote Address, Kilowatts to GigawattsA View on Renewable Energy,
Energy and Water Conservation Expo 2010, Kingdom of Bahrain, June 2010.
Paper Presentation: Renewable Energy and EducationNeeds and Numbers,
Energy and Water Conservation Expo 2010, Kingdom of Bahrain, June 2010.
Seminar for Engineers and Architects composed of 7 Lectures: Pavement
Interactive, AASHTO 93, Asphalt Production, HMA Characteristics,
HMA Construction and Infrared Imaging, Pavement Rehabilitation, and
South African Pavements, Managua, Nicaragua, September 9, 2010.
Keynote Address: The Future of Pavement Technology and an invited
technical presentation The Cost Effectiveness of Bituminous Surface
Treatments, TERRA Pavement Conference, University of Minnesota,
Continuing Education and Conference Center, St. Paul, Minnesota, February
11, 2011.
LCCA and Perpetual Pavements, 2011 OAPA Asphalt Conference,
Oklahoma Asphalt Pavement Association, Oklahoma City, OK, February 23,
2011.
Pavements and the Internet Era, I Congress on Transportation Infrastructure,
San Jose, Costa Rica, June 15-16, 2011.
SHRP2 R23 Results and Implications for a Contractor, CUSA, Panama City,
Panama, December 2012.
8. SERVICE
ACTIVITIES
9. IMPORTANT
PUBLICATIONS
(2012 only)
10.
PROFESSIONAL
DEVELOPMENT
(2010 through 2012
yearsno in-state
talks included)
Page 307
Gregory R. Miller, Ph.D. Full Professor
EDUCATION
Ph.D. in Civil Engineering Northwestern University, 1983.

M.S. in Civil Engineering Northwestern University, 1981.
B.S. in Civil Engineering University of Washington, 1980.
Professor of Civil & Environmental Engineering 1995 to present.

FACULTY
APPOINTMENTS Associate Professor of Civil & Environmental Engineering 1988 to 1995.
RELATED
EXPERIENCE
University of Stuttgart, Germany 1989-1990.

Visiting Scholar.
University of New South Wales, Australia 1997-1998.
Visiting Scholar.
CONSULTING
AND PATENTS
Shure Brothers, Evanston, Illinois 1982.

Consulting for the evaluation of record stylus wear.
Timken Company, Canton, Ohio 1983.
Bearings wear evaluation.
PSF Industries, Seattle, Washington 1987, 1991.
Holding tank analysis, processing tower analysis, US/Canada code
comparison.
Satsuma Software, Seattle, Washington 1995-1998.
Educational software development.
Dr. Software, LLC, Seattle, Washington 1997-Present.
Engineering software development consulting.
STATES OF
REGISTRATION
None.
PRINCIPAL
RECENT
PUBLICATIONS
P. Mackenzie-Helnwein, P. Arduino, W. Shin, J.A. Moore, G.R. Miller (2010)

Modeling Strategies for Multiphase Drag Interactions Using the Material
Point Method, International Journal for Numerical Methods in
Engineering, 83(3): 295-322.
(in last 5 years)
W. Shin, G.R. Miller, P. Arduino, and P. Mackenzie-Helnwein (2010)

Dynamic Meshing for Material Point Method Computations,
Engineering and Technology I: Mathematical and Computational
Sciences, 5(4), 154-162.
C. Mast, P. Mackenzie-Helnwein, P. Arduino, G. Miller, and W. Shin, (2012),
Mitigating kinematic locking in the Material Point Method, Journal of
Computational Physics, 231(16), 5351-5373.
D. Lattanzi and G.R. Miller, A Computational Framework for Next-
Page 308
Generation Bridge Imaging and Inspection, 7th Int'l Conf. on Computer

Vision, Imaging and Computer Graphics Theory and Applications
(VISIGRAPP 2012), Rome, Italy, February, 2012.
D. Lattanzi and G.R. Miller (2013) Robust Automated Concrete Damage
Detection Algorithms For Field Applications, ASCE Journal of
Computing in Civil Engineering, in press.
SOCIETIES
ASEE-American Society for Engineering Education. Member since 2002.

ASCE-American Society for Civil Engineering. Member since 1988.
HONORS AND
AWARDS
Presidential Young Investigator Award, National Science Foundation, 1987.

University of Washington Distinguished Teaching Award, 1994.
National Keck Foundation Teaching Award, 1995-96.
J. Ray Bowen Endowed Professorship for Innovation in Engineering
Education, 2000-2003.
CEE Outstanding Instructor, 2008
SERVICE
UW Teaching Academy Board Member, 1998-present.
(in last 5 years)
Associate Dean for Infrastructure and Computing, 2007-2009.

CEE Department Chair, 2009-present.
UW Teaching & Learning Technology Oversight Committee, 2011-present
Hyak Governing Board, 2012-present (High performance campus computing)
CoE Dean Search Committee, 2012-2013
West of 15th Steering Committee, Office of the President, 2012-present
DEVELOPMENT
UW ADVANCE Leadership Workshops (biannual).

Regular attendance/participation at conferences at seminars
Page 309
Michael Motley Assistant Professor
EDUCATION
Princeton University, Ph.D. in Civil and Environmental Engineering, 2011

Virginia Tech, M.S. in Civil and Environmental Engineering, 2004
The Citadel, B.S. in Civil and Environmental Engineering, 2003
FACULTY
University of Washington, Assistant Professor, September 2012 Present
APPOINTMENTS
RELATED
EXPERIENCE
Postdoctoral Fellow, University of Michigan, Department of Naval Architecture and

Marine Engineering, 2011 2012
Design Engineer, THE LPA GROUP INCORPORATED, Tallahassee, FL, 2005-2007
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
E.I.T., State of South Carolina, 2003
SOCIETIES
Consortium of Universities for Research in Earthquake Engineering (CUREE)
HONORS AND
AWARDS
Best Paper of Ocean Renewable Energy Symposium, 2009, 28th International Conference
on Ocean, Offshore, and Arctic Engineering
SERVICE
CEE Faculty Search Executive Committee
(in last 5 years)

PRINCIPAL
PUBLICATIONS
(in last 5 years)
M.R. Motley, M.R. Kramer, and Y.L. Young, Free Surface and Solid Boundary Effects
on the Free Vibration of Cantilevered Composite Plates, Composite Structures, Vol.
96, pp. 365-375, February 2013.
M.R. Kramer, M.R. Motley, and Y.L. Young, An Integrated Probability-Based
Propulsor-Hull Matching Methodology, Journal of Offshore Mechanics and Arctic
Engineering, Vol 135, No. 1, pp. 011801-1-8, February 2013.
E. Bachynski, M.R. Motley, and Y.L. Young, Dynamic Hydroelastic Scaling of the
Underwater Shock Response of Composite Marine Structures, Journal of Applied
Mechanics, Vol. 79, No. 1, pp. 014501.1-014501.7, 2012.
M.R. Motley and Y.L. Young, Scaling of the Transient Hydroelastic Response and
Failure Mechanisms of Self-Adaptive Composite Marine Propellers, International
Journal of Rotating Machinery, Article No. 632856, 2012.
M.R. Motley, M. Nelson, and Y.L. Young, Integrated Probabilistic Design of Marine
Propulsors to Minimize Lifetime Fuel Consumption, Ocean Engineering, Vol. 45, pp.
1-8, May 2012.
M.R. Motley, Y.L. Young, and Z. Liu, Three-Dimensional Underwater Shock Response
of Composite Marine Structures, Journal of Applied Mechanics, Vol. 78, No. 6,
061013, November 2011.
M.R. Motley and Y.L. Young, Influence of Design Tolerance on the Hydroelastic
Response of Self-Adaptive Marine Rotors, Composite Structures, Vol. 94, No. 1, pp.
114-120, 2011.
M.R. Motley and Y.L. Young, Performance-Based Design and Analysis of Flexible
Page 310
Composite Propulsors, Journal of Fluids and Structures, Vol. 27, No. 8, pp. 13101325, 2011.
Z. Liu, Y.L. Young, and M.R. Motley, Transient Response of Partially-Bonded
Sandwich Plates subject to Underwater Explosions, Journal of Shock and Vibration,
Vol. 17, No. 3, pp. 233-250, 2010.
M.R. Motley and J.H. Prevost, Simulation of transient heat conduction using onedimensional mapped infinite elements, International Journal of Numerical Methods
in Engineering, Vol. 83, No. 5, pp. 598-610, 2010.
Y.L. Young, J. Baker, and M.R. Motley, Reliability-Based Design and Optimization of
Adaptive Marine Structures, Journal of Composite Structures, Vol. 92, No. 2, pp.
244-253, 2010.
Y.L. Young, M.R. Motley, and R.W. Yeung, Three-Dimensional Numerical Modeling of
the Transient Fluid-Structural Interaction Response of Tidal Turbines, Journal of
Offshore Mechanics and Arctic Engineering, Vol. 132, No. 1, pp. 011101-1-12, 2010.
M.R. Motley, Z. Liu, and Y.L. Young, Utilization Fluid-Structure Interactions to
Improve Energy Efficiency of Composite Marine Propellers in Spatially Varying
Wake, Composite Structures, Vol. 90, No. 3, pp. 304-313, 2009.
DEVELOPMENT
Page 311
Stephen T. Muench, Ph.D. Associate Professor
EDUCATION
Ph.D. in Civil & Environmental Engineering, University of Washington, 2004

M.S. in Civil & Environmental Engineering, University of Washington, 1998
B.S. in Civil & Environmental Engineering, University of Washington, 1990
FACULTY
Associate Professor, University of Washington, 2010 to present.
APPOINTMENTS Assistant Professor, University of Washington, 2004 - 2010
RELATED
Research Assistant, University of Washington, 2001 2004 & 1997 - 1998
EXPERIENCE
United States Navy, Pearl Harbor, HI 1996 to 1997, Tactics Department
Director (in charge of teaching submarine tactics to the pacific submarine
fleet, developing and teaching foreign navy training)
CONSULTING
AND PATENTS
Pavia Systems, Inc. (www.paviasystems.com), Seattle, WA 2005 to present.

Founder and co-owner of this online training company for the pavement
community.
Greenroads Foundation (www.greenroads.org), Seattle, WA 2010 to present.
Founder and board member of the non-profit company that does sustainability
road ratings.
STATES OF
REGISTRATION
PE in Washington State, license number 37404.
PRINCIPAL
PUBLICATIONS
Muench, S.T.; Scarsella, M.; Bradway, M.; Hormann, L. and Cornell, L. (2012).
Evaluating a Project-Based Roadway Sustainability Rating System for Public
Agency Use. Transportation Research Record 2285. TRB, National Research
Council, Washington, D.C., pp. 8-18.
Muench, S.T.; Armstrong, A. and Allen, B. (2012). Sustainable Roadway Design
and Construction in the Federal Lands Highway Program. Transportation
Research Record 2171. TRB, National Research Council, Washington, D.C.,
pp. 19-30.
Weiland, C. and Muench, S.T. (2010). Life-Cycle Assessment of Reconstruction
Options for Interstate Highway Pavement in Seattle, Washington.
Transportation Research Record 2170. TRB, National Research Council,
Washington, D.C., pp. 18-27.
Muench, S.T.; Mahoney, J.P. White, G.C. (2010). Pavement Interactive:
Pavement Knowledge Transfer with Web 2.0. Journal of Transportation
Engineering, Vol. 136, Issue 12. pp. 1165-1172.
Muench, S.T.; Anderson, J.L. and Bevan, T. (2010). Greenroads: A Sustainability
Rating System for Roadways. International Journal of Pavement Research and
Technology, Vol. 3, No. 5, pp. 270-279.
Muench, S.T.; Anderson, J.L. and Soderlund, M. (2010). Greenroads: a
sustainability performance metric for roadways. Journal of Green Building,
Vol. 5, No. 2. pp. 114-128.
Li, J.; Uhlmeyer, J.S.; Mahoney, J.P.; Muench, S.T. (2010). Updating the
Pavement Design Catalog for the Washington State Department of
Transportation: Using the 1993 AASHTO 1993 Guide, Mechanistic-
(in last 5 years)
Page 312
Empirical Pavement Design Guide and Historical Performance.

Transportation Research Record 2154. TRB, National Research Council,
Washington, D.C., pp. 124-129.
Muench, S.T. (2010). Roadway Construction Sustainability Impacts: A Life
Cycle Assessment Review. Transportation Research Record 2151, TRB,
National Research Council, Washington, D.C., pp. 36-45.
SOCIETIES
Transportation Research Board (AFD40 full scale accelerated pavement testing,

committee member) since 2009
International Society for Asphalt Pavements (ISAP) since 2004
HONORS AND
AWARDS
Transportation Research Board K.B. Woods Award 2004

Best paper in the area of design and construction of transportation facilities.
The K.B. Woods Award is highly selective and was selected from among 700
papers eligible for consideration in 2004.
National Engineering Education Delivery System (NEEDS) 2003 Premier
Award Principal author and developer of the WSDOT Pavement Guide
Interactive, one of only two nationwide recipients of the NEEDS 2003
Premier Award. The Premier Award for Excellence in Engineering Education
Courseware recognizes high-quality, non-commercial courseware designed to
enhance engineering education.
2003 R1edu Award
The R1edu awards signify significant contributions to online education during
the past year. More information at: http://www.r1edu.org.
SERVICE
Co-Chair, search committee (2 positions) 2012-13

CEE Executive committee 2012-present
CEE Transportation/Construction division director 2012-present
CEE space committee member (P. Arduino chair) 2010-2011
CEE structures search committee member (M. Eberhard chair). 2011
CEE transp./const. search committee member (C. Chen chair). 2009-2010
CEE transp./const. search committee member (Y. Wang chair). 2008-2009
CEE web committee (chair). 2008-2011
CEE ABET committee (T. Larson chair). 2008-9
CEE undergraduate education committee (P. Arduino chair). 2007-2010
UW Club board of trustees 2006-2009
(in last 5 years)
DEVELOPMENT
Developed Engineering Rome a study-abroad program for engineers. First

offering in Late Summer 2013.
Developed new in-person and online course on sustainable roadway design &
construction in 2012. Taught both in 2012.
Page 313
Rebecca B. Neumann Assistant Professor
EDUCATION
Ph.D., Massachusetts Institute of Technology, 2010

B.S.C.E. & B.A., Rice University, 2001
FACULTY
University of Washington, Assistant Professor, 2011 present
APPOINTMENTS Harvard University, NOAA Climate and Global Change Postdoctoral Fellow, 2009
2011
RELATED
Massachusetts Institute of Technology, Graduate Researcher and Teaching Assistant,
EXPERIENCE
2003 2009
Environmental Engineer, EG&G Technical Services, Aided in the development of an
electronic data storage and analysis system for the EPA Superfund Division. Analyzed
multiple Superfund sites with the developed system, 2002 2003
Engineering Technician, Los Alamos National Laboratory, Performed both steady state
and transient heat transfer analysis, Summer 1998, 1999 and 2001
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
SOCIETIES
American Geophysical Union, 2003 present

Ecological Society of America, 2011 present
Soil Science Society of America, 2012 present
HONORS AND
AWARDS
Recipient of NOAA Climate and Global Change Postdoctoral Fellowship, 2009 2011
Best Poster, Gordon Research Conference, Environmental Sciences: Water, June 2008
Outstanding Student Paper, American Geophysical Union Fall Meeting, December 2007
Recipient of National Science Foundation Graduate Research Fellowship, 2004 2007
Recipient of MIT Presidential Fellowship, 2003
Recipient of Parish Fellowship and Leadership Rice Envision Grant, 2001
Recipient of Max Roy Scholarship for full tuition to Rice University, 1997 2001
SERVICE
Departmental committee on graduate education, 2013 present

Program on the Environment Advisory Committee, 2011 present
Co-convener of session and judge of student presentations, 2012 AGU Fall Meeting
Editorial board for Frontiers in Plant Biophysics and Modeling, 2010 present
Interviewed by multiple high school student about environmental engineering and
academics as career paths, 2012.
Panel member for the Path of Professorship workshop at MIT, 2010
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Neumann, R.B. and Z.G. Cardon (2012) The magnitude of hydraulic redistribution by
plant roots: A review and synthesis of empirical and modeling studies. New
Phytologist. 194(2): 337 352.
Neumann, R.B., K.N. Ashfaque, A.B.M. Badruzzaman, M.A. Ali, J.K. Shoemaker, C.F.
Harvey (2011) Reply to aquifer arsenic source. Nature Geoscience, 4: 656.
Page 314
Neumann, R.B., A.P. St Vincent, L.C. Roberts, A.B.M. Badruzzaman, M.A. Ali, C.F.
Harvey (2011) Rice Field Geochemistry and Hydrology: An Explanation for Why
Groundwater Irrigated Fields in Bangladesh are Net Sinks of Arsenic from
Groundwater. Environmental Science and Technology, 45: 20722078.
doi:10.1021/es102635d.
Neumann, R.B., K.N. Ashfaque, A.B.M. Badruzzaman, M.A. Ali, J.K. Shoemaker, C.F.
Harvey (2010) Anthropogenic influences on groundwater arsenic concentrations in
Bangladesh. Nature Geoscience, 3: 46-52.
Neumann, R.B., M.L. Polizzotto, A.B.M. Badruzzaman, M.A. Ali, Z.S. Zhang, C.F.
Harvey (2009) The hydrology of a groundwater irrigated rice field in Bangladesh:
Seasonal and daily mechanisms of infiltration. Water Resources Research, 45,
W09412, doi:10.1029/2008WR007542.
DEVELOPMENT
Early Career Geoscience Faculty Workshop: Teaching, Research and Managing your
Career, June 10-14. College of William and Mary, Williamsburg VA.
Page 315
REED, Dorothy A., Ph.D. Full Professor
EDUCATION
Ph.D. in Civil Engineering Princeton University, 1980.

M.S. in Engineering Princeton University, 1977.
B.S. in Civil Engineering University of South Carolina, 1976.
Professor of Civil and Environmental Engineering 1994 to present.

FACULTY
APPOINTMENTS Associate Professor of Civil and Environmental Engineering 1987 to
1994.
Assistant Professor of Civil and Environmental Engineering 1983 to
1987
RELATED
EXPERIENCE
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Research Structural Engineer, November 1982-August 1983; NRC-NBS

Postdoctoral Research Associate, November 1980-82; National Bureau of
Standards, Center for Building Technology, Gaithersburg, MD (now called the
National Institute of Standards and Technology).
None
Washington State, Professional Engineer: Civil.
1. Reed, D.A., Mark D. Powell and Julie Westerman, Energy
Infrastructure Damage for Hurricane Rita. Natural Hazards Review
(ASCE), July 15, 2010, Vol. 11, No.3.
2. Reed, D.A., Mark D. Powell and Julie Westerman, Energy Supply
System Performance for Hurricane Katrina, Journal of Energy
Engineering (ASCE), Vol. 136, No. 4, December, 2010, pp. 95-103.
3. Reed, D.A., K.C. Kapur and R.D. Christie, Methodology for
Assessing the Resilience of Networked Infrastructure, IEEE System
Journal. Vol. 3. No. 2, June, pp. 174-180, 2009.
4. McDaniels,T.L.,S.E.Chang,andD.A.Reed,"CharacterizingInfrastructure
Failure Interdependencies to Inform System Risk," Wiley Handbook of
ScienceandTechnologyforHomelandSecurity,Ed.ByJohnG.Voeller,John
WileyandSons,2009.
5. Reed, D.A., Electric Utility Distribution Analysis for Winter Storms,
Journal of Wind Engineering and Industrial Aerodynamics, Vol. 96, 2008,
pp.123140.
SOCIETIES
American Association for Wind Engineering (formerly WERC); Board of

Directors (2012-present) Member, 1988-present.
Page 316
HONORS AND
AWARDS
none
SERVICE
2012-2013: UW College of Engineering Promotion and Tenure Committee
(in last 5 years)
2012-present: UW College Council representative for CEE

2011-present: UW Coordinator for the Structures Qualifying Exam
2012-present: Co-chair, 12th Americas Conference on Wind Engineering, to be
held on June 16-20, 2013
2011-present: Chair, Structural Wind Engineering Committee, ASCE
2012-present: Member, Wind Loads Subcommittee for ASCE7 Document
2012-present: Board of Directors, AAWE (American Association for Wind
Engineering)
2013-present: Editorial Board, Wind and Structures
Reviewer for the journals JWEIA and Natural Hazards Review
Serve on NSF Panel Reviews annually
DEVELOPMENT
Attendance at the Structures Congress 2011 and 2012.

Participant, ASCE/SEI Seminar on Changes to the Wind Loads Section of
ASCE7-10
Page 317
Charles W. Roeder Professor
EDUCATION
University of California, Berkeley, California, PhD, Civil Engineering, December 1977,

Eccentrically Braced Frames
University of Illinois, Urbana-Champaign, Illinois, MS, Civil Engineering, June 1971,
Dynamic Response of a Drilling Riser
University of Colorado, Boulder, Colorado, BS with Special Honors, Civil Engineering,
December 1969
FACULTY
Assistant Professor, University of Washington, 1977 1981
APPOINTMENTS Associate Professor, University of Washington, 1981 1985
Professor, University of Washington, 1985 Present
RELATED
Research Assistant, University of California, Berkeley, 1975 1977
EXPERIENCE
Teaching Assistant, University of California, Berkeley, 1974 1975
Structural Engineer, J. Ray McDermott, New Orleans, LA, 1971 1974, Design and
Construction of offshore platforms for oil industry.
General construction, Shaffer and Son, General Contractors,Palmyra, PA, 1960 1966
with exception of military service, general building construction
US Army, primary assignment 46th Engineering Battalion (Const) Fort Polk, LA, and
Long Bien Province, South Vietnam, 1964 1966
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
Register Professional Engineer, Colorado # 12449

Registered Civil Engineer, Washington # 0017243.
SOCIETIES
Life Member, American Society of Civil Engineers.

Fellow, Structural Engineering Institute
Member, Earthquake Engineering Research Institute.
Member, American Institute of Steel Construction.
Member, Structural Engineers Association of Washington
HONORS AND
AWARDS
Tau Beta Pi, Honorary Society, University of Colorado

Chi Epsilon, Honorary Society, University of Colorado
Glenn Murphy Award, 1969, University of Colorado
University Fellowship, University of Illinois, Jan. 1970 to June 1971
1977 James F. Lincoln Design Competition Award
1979 J. James R. Croes Medal, ASCE
Faculty Advisor to Award Winner - 1979 and 1983 James F. Lincoln Student Design
Competition
1984 Raymond C. Reese Research Prize, ASCE
1986 Special Commendation Award, ACI
2002 Academic Engineer of the Year, Puget Sound Engineers Council
2002 Special Achievement Award, AISC
Page 318
2006-2011 Allan and Inger Osberg Endowed Professorship in Civil Engineering

2010 Ernest E. Howard Award, ASCE
2011 T. R. Higgins Lectureship, AISC
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Member, ASCE Standards Committee on Condition Assessment of Existing Buildings

(1990-Present)
Member, Board of Directors of Applied Technology Council, Redwood City, CA (19972000 and 2009-2012).
Member, Editorial Board, Journal of Constructional Steel Research (2001-Present)
Member, Board of Directors of Consortium of Universities for Research in Earthquake
Engineering (CUREe) (2002-2005, and 2010-2013)
Member, Institutional Board, Pacific Earthquake Engineering Research (PEER) Center
(1996-Present)
Member Editorial Board, International Journal of Steel Structures, Korean Society of
Steel Structures, (2003 - Present, Editor in Chief 2010 - present)
Member, ASCE Structural Engineering Institute Technical Activities Division Executive
Committee (SEI EXCOM) (2004-09, and 2010-13) Chair 2007-08 and 2010-12.
Member, SEI Conferences Committee, (2004 to 2007 and 2011 to 2013).
Member, Awards Committee, Structural Engineering Institute, ASCE (2008 - present) Chair 2011 to present.
Lehman, D.E. and Roeder, C.W. (2012) "Foundation Connection for Circular Concrete
Filled Tubes," Journal of Constructional Steel Research, Vol. 78, November 2012,
pgs. 212-25, Elsevier.
Roeder, C.W., Lumpkin, E.J., and Lehman, D.E. (2011) Balanced Design Procedure for
Special Concentrically Braced Frame Connections, Elsevier, Journal of
Constructional Steel Research, Vol 67 No 11, pgs 1760-72.
Roeder, C.W., Lehman, D.E., and Bishop, E. (2010) Strength and Stiffness of Circular
Concrete Filled Tubes," ASCE, Journal of Structural Engineering, Vol 135, No. 12,
pgs 1545-53, Reston, VA.
Roeder, C.W, Lehman, D.E., and Thody, R. (2009) "Composite Action in CFT
Components and Connections," AISC, Engineering Journal, Vol. 46, No. 4, Chicago,
IL, pgs 229-42.
Lehman, D.E., Roeder, C.W., Herman, D., Johnson, S., and Kotulka, B., (2008)
"Improved Seismic Performance of Gusset Plate Connections," ASCE, Journal of
Structural Engineering, Vol.134, No. 6, Reston, VA, pgs 890-901.
Active in professional conferences nationally and internationally
Page 319
David A. Stahl Professor

EDUCATION
University of Washington, Seattle; BS magna cum laude, 1971; Microbiology

University of Illinois, Urbana; MS, 1975; Microbiology
University of Illinois, Urbana; PhD, 1978; Microbiology
FACULTY
2000-present, Professor, Department of Civil and Environmental Engineering, University
APPOINTMENTS
of Washington
1996-2000, Professor, Department of Civil Engineering, Northwestern University
1994-96 Associate Professor, Department of Civil Engineering, Northwestern University,
Interdepartmental Biology Program (IBIS) Faculty, Center for Biotechnology Student
Mentor
1991-94 Associate Professor, Department of Veterinary Pathobiology, University of
Illinois, Joint Appointment, Department of Civil Engineering, Joint Appointment,
Department of Microbiology
1984-91 Assistant Professor, Department of Veterinary Pathobiology, University of
Illinois. Research: Microbial ecology, evolution and phylogeny of microorganisms,
Joint Appointment, Department of Microbiology
1980-84 Senior Research Associate, National Jewish Hospital and Research Center,
Denver, Research: Ribosomal RNA processing, molecular phylogeny of
microorganisms, molecular approaches to microbial ecology.
1978-80 NIH Postdoctoral Fellow with Norman Pace. National Jewish Hospital and
Research Center, Denver. Research: Nucleic acid structure and ribosomal RNA
processing.
RELATED
1974-77 Graduate studies in microbiology with Carl R. Woese, University of Illinois,
EXPERIENCE
Urbana, Research: Structure and evolution of the 23S ribosomal RNA.
1973-74 Teaching assistant in microbiology and biology, University of Illinois School of
Life, Sciences. Research: Molecular phylogeny.
1971-73 University of Illinois predoctoral fellowship: Department of Microbiology.
STATES OF
REGISTRATION
SOCIETIES
HONORS AND
AWARDS
SERVICE
(in last 5 years)
American Association for Microbiology

International Society for Microbial Ecology
US National Academy of Engineering Elected 2012
Washington State Academy of Sciences Elected 2012
American Academy of Microbiology Elected 1996
2006 Procter & Gamble Award in Applied and Environmental Microbiology.
1999 Bergey Award
Current University Service
Astrobiology Program Steering Committee, 2005 - 2010
Council on Educational Policy, 2010 present
National and International Service
Member Board of International Society for Microbial Ecology (2001 2010)
Page 320
Pacific Northwest National Laboratory Biomolecular Systems Initiative Advisory Board

2005-2009
Visiting Professor, University of Vienna, Austria, Nov 2007 June 3 2008
Editorial Service
Founding Co-Editor: Environmental Microbiology, 1998 - 2011
Editorial Board: Systematic and Applied Microbiology, 1992 - present
Editorial Board: Microbial Ecology, 1993 present
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Vajrala, N., W. Martens-Habbena, L.A. Sayavedra-Soto, A. Schauer, P.J. Bottomley,

D.A. Stahl, and D.J. Arp. Hydroxylamine as an intermediate in ammonia oxidation by
globally abundant marine archaea. Proc. Natl. Acad. Sci. USA 110: 1006-1011
(2013).
Stahl, D.A. and J.R. de la Torre. Physiology and Diversity of Ammonia-Oxidizing
Archaea. Ann. Rev. Microbiol. 66: 83-10 (2012).
Metcalf, W.W., B.M. Griffin, R.M. Cicchillo, J. Gao, S.C. Janga, H.A. Cooke, B.T.
Circello, B.S. Evans, W. Martens-Habbena, D.A. Stahl, and W.A. van der Donk.
Synthesis of methylphosphonic acid by marine microbes: a source for methane in the
aerobic ocean. Science 337: 1104-1107 (2012).
Martens-Habbena and D.A. Stahl. Nitrogen Metabolism and Kinetics of AmmoniaOxidizing Archaea. In: Methods in Enzymology, Volume 487, pp. 465-487.
Research on Nitrification and Related Processes, Part B. Martin G. Klotz and Lisa Y.
Stein (Eds.) (2011).
Pelve, E.A, A.-C. Linds, W. Martens-Habbena, J.R. de la Torre, D.A. Stahl, and R.
Bernander. Cdv-based cell division and cell cycle organization in Nitrosopumilus
maritimus. Molecular Microbiol. 82: 555-566 (2011).
Walker, C.B., J.R. de la Torre, M.G. Klotz, H. Urakawa, N. Pinel, D. Arp, C. BrochierArmanet, P.S.G. Chain, P.P. Chan, A. Golabgir-Anbarani, J. Hemp, M. Hgler, E.
Karr, M. Knneke, D. Lang, T. Lowe, W. Martens-Habbena, L. Sayavedra-Soto, M.
Shin, S.M. Sievert, A. Rosenzweig, G. Manning, and D.A. Stahl. Nitrosopumilus
maritimus genome reveals novel mechanisms for nitrification and autotrophy in
globally distributed marine Archaea. Proc. Natl. Acad. Sci. USA 107: 8818-8823
(2010).
Bernhard, A.E., Z. C. Landry, A. Blevins, J.R. de la Torre, A.E. Giblin, and D.A. Stahl.
Abundance of Ammonia-Oxidizing Archaea and Bacteria along an Estuarine Salinity
Gradient in Relationship to Potential Nitrification Rates. Appl. Environ. Microbiol.
76: 1285-1289 (2010).
Spang, A, R. Hatzenpichler, T, Rattei, P. Tischler, C. Brochier-Armanet, E. Spieck, W.
Streit, D.A. Stahl, M. Wagner, and C. Schleper. Archaeal evolution revisited: A
unique set of information processing genes testifies to the novel phylum
Thaumarchaeota. Trends Microbiol. 18: 331340 (2010).
Martens-Habbena, W., P.M. Berube, H. Urakawa, J.R. de la Torre and D.A. Stahl.
Ammonia oxidation kinetics determines niche separation of nitrifying Archaea and
Bacteria. Nature 461: 976 (2009).
Co-author of Brock Biology of Microorganism (13th & 14th Editions) a standard
textbook for upper undergraduate and graduate students.
Page 321
John F. Stanton Professor
EDUCATION
B.A. (Mechanical Sciences), Cambridge U., UK, 1967

M.A. (Mechanical Sciences), Cambridge U., UK, 1970
M.S. (Civil Engineering), Cornell U., USA, 1977
Ph.D. (Civil Engineering), U. of CA, Berkeley, USA, 1979
FACULTY
Professor of Civil Engineering 1992 to present.
APPOINTMENTS Associate Professor of Civil Engineering 1984 to 1992
RELATED
Erskine Fellow, University of Canterbury, New Zealand, 1999-2000
EXPERIENCE
Graduate RA., Dept of Civil Eng., U. Cal. Berkeley, 1975-1978
Graduate RA., Dept of Civil Eng., Cornell U., 1973-1975
Structural Engineer, Regis Trudeau et Associes, Montreal, 1974
Structural Engineer, Ove Arup & Partners, Paris France, 1972-1973
Instructor (part-time), Architectural Association. London, 1969-1972
Structural Engineer, Ove Arup & Partners, London England, 1968-1972
Structural Engineer, W.S. Atkins, Epsom, England, 1967-1968
CONSULTING
AND PATENTS
2009. Scougal Rubber. Advice on bearings in a bridge in Indiana.

2009-10. Idaho Transportation Dept. Evaluation of a bridge collapse.
2011-12. Seattle Public Utilities. Evaluation of an underground reservoir
STATES OF
REGISTRATION
PE, State of Washington. License #20,004. Current
SOCIETIES
ACI Committee 318E, Shear and Torsion, member (2002-present)

ACI Committee 550, Precast Concrete member (1986-present)
ACI Committee 423, Prestressed Concrete member (2012-present)
ACI awards Committee member (2011-12), chair (2012)
PCI Seismic Committee, member.
PCI Research Committee, member.
AASHTO Subcommittee T3 to rewrite Seismic Isolation Guide Spec, member.
HONORS AND
AWARDS
University Fellowship, U. of CA 1976-1978

Tau Beta Pi Honorary Society, U. of WA
Professor of the Year (Senior Class), U. of WA 1987-88
ASCE T. Y. Lin Award, 1988
ACI Structural Research Prize Spring 1997
Fellow of ACI, Spring 1997
Erskine Fellow, U. of Canterbury, New Zealand, 1999 2000.
Harry H. Edwards PCI Design Award (PRESSS Building Engineer of Record)
Faculty Advisor to winning team PCI Big Beam Competition 2002.
Page 322
Nominated for CoE Outstanding Teaching Award (2003)

Nominated for CoE Outstanding Faculty Award (2005)
Senior author of paper that won PCIs Junior author award (Au 2005). With Lowes,
Banks
Departmental Teaching Award (2010)
Nominated for University Distinguished Teaching Award (2013)
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Departmental Service
Structural and Geotechnical Engineering Area Head (2010 present)
Structural Engineering Program Director (2010 present)
Promotion and Tenure Committee (2010 present, chair 2013)
Merit Review Committee (2010 present, chair 2012-13)
College Service
College Council (2009-2012, chair 2012)
Graduate School Council (2012-present)
University Service
None in last 5 years
Steuck, K.*, Stanton, J.F. and Eberhard, M.O., (2009). Anchorage of Large-Diameter
Reinforcing Bars in Ducts, ACI Structural Journal, July-August, pp 506-513.
Pang, J.B.K., Eberhard, M.O. and Stanton J.F. (2010). Large-Bar Connection for Precast
Bridge Bents in Seismic Regions. ASCE, Jo Bridge Eng. 15 (3) May-Jun: 231-239.
Stanton, J. F. (2012). New Design Provisions for Elastomeric Bearings. ASCE Jo.
Bridge Eng. Scheduled for publication in 2013.
Haraldsson, O.S., Janes, T.M., Eberhard, M.O., and Stanton, J.F. "Seismic Resistance of
Socket Connection between Footing and Precast Column," To appear in Journal of
Bridge Engineering, ASCE, 2013.
Khaleghi, B., Schultz, E., Seguirant, S., Marsh, L., Haraldsson, O., Eberhard, Mo. and
Stanton, J.F. (2012). Accelerated Bridge Construction in Washington State: From
Research to Practice. PCI Jo. 57(4), Fall, pp. 34-49.
Davis, Phillip M., Janes, Todd M., Stanton, John F., Eberhard, Marc O., and Haraldsson,
Olafur S. (2013). Unbonded Pre-Tensioned Columns for Accelerated Bridge
Construction in Seismic Regions. ASCE Jo. Br Eng. Scheduled for publication.
Primary author (with Prof Charles Roeder) of chapter in AASHTO bridge code on joints
and bearings.
Contributing author to AASHTO Design standard for Seismic Isolation.
Author, chapter 9 (bridge bearings) of PCI Bridge Design Manual
Originator of the concept of unbonded post-tensioned Hybrid Frames. This is a
structural framing system for buildings that enables them to resist earthquakes more
effectively than can standard code buildings. Despite the fact that the system
violates many building code requirements, about 20 buildings have been constructed
using it, including the tallest concrete building in San Francisco (40 stories). The
concept is now being copied by the steel and timber industries, and is in use in Japan,
New Zealand and several Latin American countries. We are now adapting it for use in
bridges.
Page 323
H. David Stensel Professor
EDUCATION
Ph.D. in Environmental Engineering Cornell University, 1971.

M.E. in Environmental Engineering Cornell University, 1968.
B.S.CE in Environmental Engineering Union College, 1967.
FACULTY
Professor, Department of Civil and Environmental Engineering (University of
APPOINTMENTS
Washington) 1987 to present.
Associate Professor, Department of Civil and Environmental Engineering (University of
Washington) 1984 to 1986.
Associate Professor, Department of Civil Engineering (Environmental Engineering
Program Director) (University of Utah) 1980-1984.
RELATED
Director of Sanitary Engineering Technology, Envirotech Corporation (Salt Lake City,
EXPERIENCE
UT) - 1976-1980
Senior Research Engineer, Eimco BSP (Salt Lake City, UT) - 1971-1974
CONSULTING
AND PATENTS
Intraclarifier Design #4,303,516; 1982

Oxidation Ditch Modification and Automated Control System for Nitrogen Removal and
Sludge Settling Improvements, #5,582,734; 1997
Degradation of Environmental Toxins by a Filamentous Bacterium, # 5,874,291, 1999
A Device and Method for Removal of Gas Contaminates Through a Shallow Sparged
Bioreactor, #08/848,510, 1999
STATES OF
REGISTRATION
Professional Engineering, State of Pennsylvannia, PE022151E
SOCIETIES
Water Environment Federation

International Water Association
Association of Environmental Engineering and Science Professors
American Academy of Environmental Engineers - Dipomate
HONORS AND
AWARDS
Water Pollution Control Administration Research Fellowship, 1969-1971

Water Pollution Control Federation Harrison Prescott Eddy Research Medal, 1987
American Society of Civil Engineers Environmental Engineering Division Rudolf Hering
Medal, 1997
Water Environment Federation, Harrison Prescott Eddy Research Medal, 1999
American Academy of Environmental Engineers, Profile in Magazine, January 2000
American Association of Environmental Engineering and Science Professors Keynote
speaker at WEFTEC Research Symposium, October 2001, Atlanta, GA.
Water Environment Federation, Bradley Gascoigne Medal, 2006
SERVICE
Water Environment Research Foundation - Management Team Member of Nutrient

Challenge Program
Associate Editor - Frontiers of Environmental Engineering and Science - 2013 to present
ASCE Oxygen Standards Committee, 1984 to present
(in last 5 years)
Page 324
ASCE Residuals Committee, 1996 to present
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Lust, M., J. Makinia and H.D. Stensel. (2012) A mechanistic model for the fate and
removal of estrogens in biological nutrient removal activated sludge systems. Water
Science and Technology. 65, (6), 1130-1136.
Czerwionka, K., J. Makinia, K. Pagailla, and H.D. Stensel (2012) Characteristics and fate
of organic nitrogen in municipal biological nutrient removal wastewater treatment
plants, Water Research, 46 (7), 2057-2066.
Swinarski, M., J. Makinia, H.D. Stensel, K. Czerwionka, and J. Drewnowski (2012)
Modeling External Carbon Addition in Biological Nutrient Removal with an
Extension of the IWA Activated Sludge Model. Water Environment Research 84, 8,
646-655.
Makinia, J., K. Pagilla, K. Czerwionka, and H. D. Stensel, (2011) Modeling organic
nitrogen conversions in activated sludge bioreactors. Water Science and Technology.
63, (7), 1418-1426.
Gu, A. Z., L. Liu, J. B. Neethling, H. D. Stensel and S. Murthy. (2011) Treatability and
fate of various phosphorus fractions in different wastewater treatment processes.
Water Sci and Tech. 63(4), 804-810.
Neethling J. B., D. Clark, A. Pramanik, H. D. Stensel, J. Sandino and R. Tsuchihashi.
(2010). WERF nutrient challenge investigates limits of nutrient removal technologies.
Water Sci and Tech. 61(4), 945-954.
Gaulke, L. S., S. E. Strand, T. F. Kalhorn, and H. D. Stensel (2009) Estrogen nitration
kinetics and implications for wastewater treatment, Water Environment Research,
81(8), 772-778.
Gaulke, L. S., S. E. Strand, T. F. Kalhorn, and H. D. Stensel (2009) Estrogen
biodegradation kinetics and estrogenic activity reduction for two biological
wastewater treatment methods. Environmental Science and Technology. 43(8), 71117116.
Makinia, J. H. D. Stensel, K. Czerwionka, J. Drewnowski and D. Zapero. (2009).
Nitrogen transformations at mass balances on anaerobic/anoxic/aerobic batch
experiments with full-scale biomasses from BNR activated sludge systems. Water Sci
and Tech. 60(9), 2463-2470.
Gaulke, L. S., J. L. Borgford-Parnell and H. D. Stensel (2008) A decentralized and onsite
wastewater management course:bringing together global concerns and practical
pedagogy, Water Science & Technology, 58(7), 1397-1404.
Conklin, A. S., T. Chapman, J. D. Zahller, H. D. Stensel and J. F. Ferguson (2008)
Monitoring the role of aceticlasts in anaerobic digestion: activity and capacity. Water
Research, 42(20), 4895-4904.
Gang X., H. L. Gough, and H. D. Stensel (2008) Effect of anoxic selector configuration
on SVI control and bacterial population fingerprinting, Water Environment Research.
80(12), 2228-2240.
Page 325
Joseph Wartman Associate Professor
EDUCATION
Ph.D., University of California, Berkeley, 1999

M.Eng., University of California, Berkeley, 1996
M.S., University of California, Berkeley, 1996
B.C.E. Villanova University, 1990
FACULTY
Associate Professor, University of Washington, 2010 to current
APPOINTMENTS Associate Professor, Drexel University, 2006 to 2010
Assistant Professor, Drexel University, 2000 to 2006
Visiting Scholar, Universidad Politcnica de Catalunya, Barcelona, Spain, 2007-2008
RELATED
Golder Associates, Inc., Oakland, California, Project Manager, 1999 to 2000
EXPERIENCE
Roy F. Weston, Inc., West Chester, Pennsylvania, Associate Project Engineer, 1990-1994
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
California
SOCIETIES
American Society of Civil Engineers (ASCE), Geo-Institute (GI)

Earthquake Engineering Research Institute (EERI)
American Geophysical Union (AGU)
Seismological Society of America (SSA)
Geological Society of America (GSA)
HONORS AND
AWARDS
Prakash Research Award, Shamsher Prakash Foundation, 2011

Frontiers of Engineering selectee, National Acadamy of Engineers, 2011
Henry Roy Berg Endowed Professorship in Engineering, University of Washington, 2010
to current
Geotechnical Engineer of the Year, American Society of Civil Engineers, Philadelphia
Section, 2007
John J. Gallen Memorial Award for Technical Advancements, Villanova University, 2005
National Science Foundation Faculty Early Career Development (CAREER) Award,
2002
Sigma Xi Scientific Research Society, 2002 to current
Outstanding Graduate Student Instructor Award, University of California, Berkeley, 1999
Jane Lewis Fellowship, University of California, Berkeley, 1994
College of Engineering Award for Meritorious Service, Villanova University, 1990
Chi Epsilon Civil Engineering Honor Society, 1989 to current
SERVICE
Editor, Journal of Geotechnical and Geoenvironmental Engineering, 2010-present

Member, Editorial Board, Journal of Geotechnical and Geoenvironmental Engineering,
2005-2010
Chair, Technical Program, Geocongress 2013, 2011-present
(in last 5 years)
Page 326
Member, NEES Education, Outreach, and Training subcommittee, 2011-present

Member, ASCE Task Committee on Engineering Review Procedures, 2008-2009
Member, International Advisory Committee, GeoShanghai 2010, 2008-2010
Member, Scientific Committee, First International FLAC/DEM symposium on Numerical
Modeling, 2008
Chair, ASCE Geo-Institute Committee on Embankments, Dams and Slopes, 2007-2011
Member, ASCE Inter-Institute Committee on Levees, 2007-present
Member, Site Operations Comm., George E. Brown Network for Earthquake Eng.
Simulation, 2007-2009 Member, Advisory Committee, Civil and Environmental Eng.
Dept., Villanova University, 2007-2010
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Wartman, J., Dunham, L., Tiwari, B., and Pradel, D. (2013) "Landslides in Eastern
Honshu induced by the 2011 Thoku Earthquake," Bulletin of the Seismological
Society of America, Vol. 103, No. 2B, pp. 1503-1521.
Urias, D., Gallagher, P., and Wartman, J. (2012) "Critical features and value in assessing
a research experience for undergraduates: the case of Engineering Cities," Journal of
STEM Education: Innovations and Research, Vol. 13, No. 1, pp. 30-42.
Strenk, P. and Wartman, J. (2011) "Uncertainty in Seismically Induced Slope
Deformation Model Predictions," Engineering Geology, Vol. 122, pp. 61-72.
Andrejack, T. and Wartman, J. (2010) "Development and interpretation of a multi-axial
tension test for geotextiles," Geotextiles and Geomembranes, Vol. 28, No. 6, pp. 559569.
Rodrguez-Marek, A., Bay, J., Park, K., Montalva, G., Cortez-Surez, A., Wartman, J.,
and R. Boroschek (2010) "Engineering analysis of ground motion records from the
Mw 8.4 Southern Peru Earthquake," Earthquake Spectra, Vol. 26, No. 2, pp. 499524.
Mavrouli, O., Corominas, J., and Wartman, J. (2009) "Methodology to evaluate rock
slope stability under
seismic conditions at Sol de Santa Coloma, Andorra,"
Natural Hazards and Earth System Science, Vol. 9, pp.1763-1773.
Grubb, D. G., Wartman, J., and Malasavage, N. E. (2008) "Aging of Crushed GlassDredged Material Blend Embankments," Journal of Geotechnical and
Geoenvironmental Engineering, Vol. 134, No. 11, pp. 1676-1684.
Active attendance/participation in professional conferences nationally and internationally.
Page 327
Yinhai Wang, Ph.D. Professor

Ph.D. in Transportation Engineering University of Tokyo, 1998.
M.S. in Computer Science and Engineering University of Washington, 2002.
M.S. in Construction Engineering Tsinghua University, 1991.
B.S. in Civil Engineering Tsinghua University, 1989.
Professor of Transportation Engineering 2011 to present.
FACULTY
APPOINTMENTS Associate Professor of Transportation Engineering 2007 to 2011.
Assistant Professor of Transportation Engineering 2003 to 2007.
Research Assistant Professor of Transportation Engineering 2002 to 2003.
Research Associate of Transportation Engineering 2001 to 2002.
Visiting Scientist of Transportation Engineering 1998 to 2001.
Assistant Professor, Tsinghua University, Beijing, China 1991 to 1995.
RELATED
EXPERIENCE
Spatiotemporal System for Video-based Vehicle Detection, Patent No. US 8,358,808
CONSULTING
B2. Received on Jan. 22, 2013.
AND PATENTS
Algorithm for Flat-Rate Transit Passenger Onboard Stop Identification Using Smart
Card Transaction Data, Chinese Invention Patent, ZL. 201010573213.5, Received on
July 25, 2012.
Mobile System and Method for Traffic Detector Simulations, Patent No. US 7,786,855
B2. Received on August 31, 2010.
Patent under application: USPTO Provisional Patent Application in preparation: Travel
Pattern Discovery Using Mobile Device Sensors, the UWC4C tracking number
45830.01US1, filed in March 2013.
None.
STATES OF
REGISTRATION
Zhang, Guohui and Yinhai Wang. Optimizing Coordinated Ramp Metering A
PRINCIPAL
Preemptive Hierarchical Control Approach. Computer-Aided Civil and
PUBLICATIONS
Infrastructure Engineering. Vol. 28, 23-27, 2013.
(in last 5 years)
Hou, Lin, Yunteng Lao, Yinhai Wang, Zuo Zhang, Yi Zhang, and Zhiheng Li.
Modeling Freeway Incident Response Time: a Mechanism-based Approach.
Transportation Research Part C. Vol. 28, 87-100, 2013.
Cao, Jing, Xiaoyue Liu, Yinhai Wang, and Qingquan Li. Accessibility Impacts of
Chinas High-Speed Rail Network. Journal of Transport Geography. Vol. 28, 1221, 2013.
Liu, Xiaoyue, Yinhai Wang, Bastian Schroeder, and Nagui Rouphail. An Analytical
Framework for Managed Lane Facility Performance Evaluation. ITE Journal, Oct.
2012, 30-36.
Lao, Yunteng, Guohui Zhang, Jonathan Corey, and Yinhai Wang. Gaussian Mixture
Model-based Speed Estimation and Vehicle Classification Using Single Loop
Measurements. Journal of Intelligent Transportation Systems: Technology,
Planning, and Operations. Vol. 16, Issue 4, 184-196, 2012.
Ma, Xiaolei, Yinhai Wang, Feng Chen, and Jianfeng Liu. Transit Smart Card Data
Mining for Passenger Origin Information Extraction. Journal of Zhejiang
University-Science C. Vol. 13, Issue 10, 750-760, 2012.
Cheevarunothai, Patikhom, Guohui Zhang, Jianyang Zheng*, Yinhai Wang, and Shi An.
Using Precise Time Offset to Improve Freeway Vehicle Delay Estimates. Journal
of Intelligent Transportation Systems: Technology, Planning, and Operations. Vol.
16, Issue 2, 82-93, 2012.
EDUCATION
Page 328
SOCIETIES
HONORS AND
AWARDS
SERVICE
(in last 5 years)
DEVELOPMENT
Liu, Xiaoyue, Guohui Zhang, and Yinhai Wang. Modeling Traffic Flow Dynamics on
Managed Lane Facility: a Cell Transmission Model based Approach. Transportation
Research Record. No. 2278, 163-170, 2012.
Liu, Xiaoyue, Yinhai Wang, Bastian Shroeder, and Nagui Rouphail. Quantifying
Cross-Weave Impact on Capacity Reduction for Freeway Facilities with Managed
Lanes. Transportation Research Record. No. 2278, 171-179, 2012.
Malinovskiy, Yegor, Nicolas Saunier, and Yinhai Wang. Pedestrian Travel Analysis
Using Static Bluetooth Sensors. Transportation Research Record. No. 2299, 137149, 2012.
Lao, Yunteng, Yao-Jan Wu, Yinhai Wang, and Kelly McAllister. Fuzzy Logic-based
Mapping Algorithm for Improving Animal-Vehicle Collision Data. ASCE Journal of
Transportation Engineering. 138(5), 520526, 2012.
Wu, Yao-Jan, Guohui Zhang, and Yinhai Wang. Link Journey Speed Estimation for
Urban Arterial Performance Measurement using Advance Loop Detector Data under
Congested Conditions. ASCE Journal of Transportation Engineering. 138(11),
1321-1332, 2012.
Wu, Yao-Jan, Mark Hallenbeck, Yinhai Wang, and Kari Watkins. Evaluation of
Interaction between Arterial and Freeway Performance: Case Study. ASCE Journal
of Transportation Engineering. Vol. 137, No. 8, 509-519, 2011.
Lao, Yunteng, Yao-Jan Wu, Jonathan Corey, and Yinhai Wang, Modeling AnimalVehicle Collisions Using Diagonal Inflated Bivariate Poisson Regression. Accident
Analysis and Prevention, Issue 43, 220-227, 2010.
ASEE-American Society for Engineering Education. Member since 1995.
Institute of Transportation Engineers (ITE). Member since 2004.
American Society of Civil Engineers (ASCE). Member since 2004.
Institute of Electrical and Electronics Engineers (IEEE). Member since 2004.
Transportation Research Board (TRB). Member since 1999.
Thomas and Marilyn Nielson Endowed Fund in Engineering Professorship, University of
Washington, November 2006.
Best Paper Award for 2003, Journal of Transportation Engineering, American Society of
Civil Engineers (ASCE), March 2004.
Excellent Presentation Award, 51st Annual Conference of Japan Society of Civil
Engineers, Japan, September 1996.
Member of Freeway Operations Committee (AHB20), Transportation Research Board
(TRB), 2006- present.
Member of Transportation Information Systems and Technology Committee (ABJ50),
TRB, 2010- present.
Research Subcommittee Chair for Highway Capacity and Quality of Services Committee
(AHB40), TRB, 2011- present.
Members on the IEEE Intelligent Transportation Systems Society Board of Governors,
2011 present.
Member of the Advanced Technology Committee, Transportation & Development
Institute, American Society of Civil Engineers, 2008-present.
Associate Editor for ASCE Journal of Transportation Engineering, 2011-present.
Associate Editor for ASCE Journal of Computing in Civil Engineering, 2007-present.
Active in the TRB, IEEE, ASCE, and ITE through committee work and conference
attendance.
Page 329
Non-Tenure-Track Faculty &

Affiliate Instructors CVs
Page 330
Kamal Ahmed Visiting Assistant Professor
EDUCATION
Ph.D. in Civil Engineering University of Washington, 1998.

M.S. in Civil Engineering Cairo University, 1988.
B.S. in Civil Engineering Cairo University, 1982.
FACULTY
Assistant Professor of Civil Engineering, Cairo University 1998 to present.
APPOINTMENTS Instructor of Civil Engineering, University of Washington 1998 to 1992
Visiting Assistant Professor, University of Washington Falls of 1993 to present
RELATED
Teaching Assistant, Cairo University, Egypt: 1982-1998
EXPERIENCE
Site Geotechnical Engineer, BAUER-EGYPT, Egypt: 1982 - 1991
Lecturer, Cairo University, Egypt: 1988-1991
Researcher, University of Wisconsin, Madison-WI 1991-1993
Teaching Assistant, University of Washington, Seattle-WA 1993-1998
CONSULTING
AND PATENTS
Hamza Associates, International - December 2002 - present

Operation Management Unit and Head of the Surveying Department
STATES OF
REGISTRATION
Egypt
SOCIETIES
Egyptian Engineers Syndicate. Member since 1982
HONORS AND
AWARDS
Peace Fellowship 1991 to 1993, $100,000. Non degree graduate research

Distinguished Teaching Assistant Award, University of Washington-1997
SERVICE
Participated in course planning for new curriculum.
(in last 5 years)

PRINCIPAL
PUBLICATIONS
(in last 5 years)
Varying Vegetation Cover, Proceedings of the Annual Conference of the American

Society for Photogrammetry and Remote Sensing, Washington, D.C, 2000.
Ahmed, K. and Stephen Reutabuch Precision of High-resolution Airborne Laser Data
under Varying Vegetation Cover, Proceedings of the Second International Conference
on Earth Observation and Environmental Information, Cairo, Egypt, 2000.
Reutabuch, S., K. Ahmed, T. Curtis, D. Petermann, M. Wellander, and M. Froslie, A Test
of Airborne Laser Mapping Under Varying Forest Canopy, Proceedings of the Annual
Conference of the American Society for Photogrammetry and Remote Sensing,
Washington, D.C, 2001.
Jonasson, S, P. Dunston, K. Ahmed, and J. Hamilton "Factors in Productivity and Unit
Cost for Advanced Machine Guidance," Journal of Construction Engineering and
Management, ASCE, October 2002.
Stephen E. Reutebuch, Kamal Ahmed, Hans-Erik Andersen, Ward W. Carson, and Robert
J. McGaughey, Accuracy of a High Resolution LIDAR Terrain
Model Under a Conifer Forest Canopy, Proceedings of the Second Annual Precision
Forestry Conference, June 2003, Seattle, Washington
Reutebuch, S.E., Carson, W.W, and Ahmed, K.M. 2003. A test of the Applanix
POS LS inertial positioning system for the collection of terrestrial
Page 331
coordinates under a heavy forest canopy. Proceedings of the Second

International Precision Forestry Symposium, University of Washington,
College of Forest Resources, Seattle, WA, June 15-17, 2003: 21-27.
White, G.C.; Muench, S.T.; Mahoney, J.P.; Turkiyyah, G.M.; Ahmed,K.M.;
Sivaneswaran N.; Pierce, L.M, PMSView: A Web-Enabled GIS Application for
Managing Pavements, submitted to the ITI 5th Arab Conference on geographic
Information Systems (ARABMAP 2004), September 2004, Cairo, Egypt.
Stephen E. Reutebuch, Hans-Erik Andersen, Kamal Ahmed, and
Terry A. Curtis: Evaluation of Laser Light Detection and Ranging Measurements in a
Forested Area, Silvicultural Options for Young Growth Douglas-Fir Forests: The
Capitol Forest Study Establishment and First Result. USDA General Technical Report
PNW- GTR-598 2004.
Kamal Ahmed, Jianyang Zheng Yinhai Wang, and Nancy L. Nihan, Evaluation of the
GPS/INS Integrated System for Vehicle Tracking, submitted to the Journal of
Transportation Research Board (TRB) 2003
DEVELOPMENT
Active in LIDAR and GPS research and development in Egypt.
Page 332
Ryan P. Avery, PhD, PE, AICP Affiliate Assistant

Professor
EDUCATION
Ph.D., Civil Engineering, University of Washington, Seattle, WA, 2008

MS, Civil Engineering, University of Washington, Seattle, WA, 2005
BS, Civil Engineering, Colorado State University, Fort Collins, CO, 2002
Affiliate Assistant Professor, University of Washington, 2011-Present

FACULTY
APPOINTMENTS Adjunct, Seattle University, 2009-Present
Adjunct, University of Washington, 2009
RELATED
EXPERIENCE
CONSULTING
AND PATENTS
Senior Transportation Planner, Parsons Brinckerhoff, 2009-Present
STATES OF
REGISTRATION
Professional Engineer (PE), Washington State, No. 46908
SOCIETIES
American Planning Association (APA), 2009-Present
Transportation Engineer II, Parsons Brinckerhoff, 2008-2009
Institute of Transportation Engineers (ITE), 2003-2010

American Society of Civil Engineers (ASCE), 1999-Present
Women's Transportation Seminar (WTS), 2004-2005
HONORS AND
AWARDS
Parsons Brinckerhoff Emerging Professional of the Year, 2012

CSU College of Engineering Graduate of the Last Decade, 2012
Commuter Challenge Diamond Award for Employee Transportation Coordination,
2011
Valle Scholarship and Exchange Program Scholar, 2005-2006
Washington State ITE Outstanding Graduate Student, 2005
SERVICE
Vice President, Wheelchairs for Nigeria, a 501(c)(3) organization, 2013
(in last 5 years)
Vice Chair, Professional Growth Network at PB, 2013

Deacon at West Side Presbyterian Church, 2011-Present
West Engagement Chair for the Professional Growth Network at PB, 2011-2012
Seattle Office Lead for the Professional Growth Network at PB, 2009-2010
Family Promise (providing shelter to homeless families), 2008-2010
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Page 333
David A. Baska Part-Time Lecturer

EDUCATION
Doctor of Philosophy, Civil Engineering, 2002, University of Washington

Master of Science, Geotechnical Engineering, 1988, University of California at
Berkeley
Bachelor of Science, Geological Engineering, 1984, Colorado School of Mines
FACULTY
Part-time Lecturer UW, appointment on quarterly basis
APPOINTMENTS
RELATED
EXPERIENCE
CONSULTING
AND PATENTS
Consulting Engineer for 29 years
STATES OF
REGISTRATION
WA, OR, CA
SOCIETIES
ASCE, SEAW, EERI, SSA
HONORS AND
AWARDS
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Baska, D.A. and Tang, A.K.K., A Tale of Two Earthquakes and One City (Geo-Strata,
ASCE Geo-Institute, Vol. 15, No. 5, pp. 36 41, 2011).
Kramer, S.L. and Baska, D.A., Estimation of Permanent Displacement Due to Lateral
Spreading (Journal of Geotechnical and Geoenvironmental Engineering, in review).
DEVELOPMENT
Earthquake reconnaissance team member with SEAW to Chile in 2010 and with ASCE
TCLEE to New Zealand in 2011
Page 334
Alon Bassok Affiliate Assistant Professor
EDUCATION
B.A, University of Washington, Labor Economics, 1999

M.U.P, University of Washington, Urban Design and Planning, 2004
PhD, University of Washington, Urban Design and Planning, 2009
Affiliate Assistant Professor, University of Washington, 2010.1-present

FACULTY
APPOINTMENTS
RELATED
EXPERIENCE
Senior Planner, Puget Sound Regional Council, 2008.6-2012.8
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
SOCIETIES
HONORS AND
AWARDS
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Symposium co-chair, Bicycle Urbanism Symposium, Seattle, WA, June 2013

Workshop co-chair, Innovations in Urban Freight, Seattle, WA, Feb 2012
Vice-chair, Seattle Freight Advisory Board, 2011-12
Member, National Resource Energy Laboratory secure data center advisory committee
2010-12
Outwater, M., Adler, T., Dumont, J., Kitchen, M., and Bassok, A. (2012). Quantitative
Approaches for Project Prioritization: Case Study in Puget Sound, Washington.
Transportation Research Record, 2203, 108116.
Samberg, S., Holman, S. and Bassok, A. (2011). STEM: Sustainable Transportation
Evaluation Method. Transportation Research Record, 2242, 18.
McCormack, E. and Bassok, A. (2011). Evaluating Two Low Cost Methods of Collecting
Truck Generation Data Using Grocery Stores. ITE Journal of Transportation Engineers,
81:6, 3438.
Bassok, A., Hurvitz, P., Bae, C., and Larson, T. (2010). Measuring Neighborhood Air
Pollution: The Case of Seattle's International District. Journal of Environmental Planning
and Management, 53:1, 2339.
Born, B. and Bassok, A. (2009). Beyond Bodegas: Innovative Solutions for Providing
Groceries to Low-Income Neighborhoods. Journal of Urbanism, 2:2,127143.
DEVELOPMENT
Page 335
Kevin Chang, Ph.D., Affiliate Assistant Professor
EDUCATION
Ph.D., Civil Engineering (Transportation), University of Washington, 2005
FACULTY
APPOINTMENTS
Affiliate Assistant Professor
RELATED
EXPERIENCE
King County Department of Transportation; Seattle, WA
CEE 498D Geometric Design, Spring Quarter 2013

Manager, Traffic Management Center; 2012 present
Supervising Engineer, Non-Motorized Programs; 2002-2012
CONSULTING n / a
AND PATENTS
STATES OF
REGISTRATION
SOCIETIES
HONORS AND
AWARDS
Washington
California
Institute of Transportation Engineers
Transportation Research Board
American Public Works Association
Eisenhower Institute - Jennings Randolph Fellowship (American Public Works

Association), 2012
Best Paper (Van Wagoner Award), Institute of Transportation Engineers (ITE) Western District, 2011
SERVICE
Vice Chair, ITE Transportation Education Council
(in last 5 years)
Past President, ITE Washington State Section
Chair, TRB School Transportation Subcommittee, ANB10(6)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
1. Chang, K. (2012). School Zone Safety in New Zealand. APWA Reporter, 79(11),
26-29.
2. Sundstrom, C., Pullen-Seufert, N., Cornog, M., Cynecki, M., & Chang, K. (2010).
Prioritizing Schools for Safe Routes to School Infrastructure Projects. ITE Journal,
80(2), 24-28.
3. Chang, K., Nolan, M. & Nihan, N. (2007). Developing Design Standards for Speed
Cushions. Transportation Research Record, No. 2030, 22-28.
ASCE Webinars - 3
Page 336
Seana K. Davidson Research Assistant Professor
EDUCATION
1999 PhD, Marine Biology, University of California, San Diego, Scripps Inst. of
Oceanography
1990 BA, Biology with honors, Magna Cum Laude, University of Oregon, Clark Honors
College
University of Washington, Dept. of Civil and Environmental Engineering, Seattle, WA.

FACULTY
2007-present Research Assistant Professor, full time
APPOINTMENTS
2001-2007 Senior Research Associate, D. A. Stahl laboratory, full time
University of Hawaii, Pacific Biomedical Research Center, Prof. McFall-Ngai laboratory,
Manoa, HI.
1999-2001 NIH NRSA Postdoctoral research fellow, full time
Univeristy of California, San Diego, Scripps Inst. of Oceanography, La Jolla, CA.
1993-1999 Graduate Research Assistant, full time
University of Oregon, Janis Weeks Laboratory, Inst. of Neuroscience, Eugene, OR.
1990-1993 Research Assistant, full time
RELATED
EXPERIENCE
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
SOCIETIES
International Symbiosis Society, 1997-present

International Society of Earthworm Ecology 2010-present
American Society for Microbiology, 1996-present
International Society of Microbial Ecology, 2004-present
HONORS AND
AWARDS
National Research Service award, 1999-2002, National Institutes of Health

Student Speaker and travel grant recipient, 2000 American Society for Microbiology
Graduate Fellowship, 1995-1999, California SeaGrant; Regents Fellowship, 1993-94
SIO-UCSD
Robert D. Clark Honors College Senior Fellowship 1990
Phi Beta Kappa 1988 and Athlete Student Scholar 1987, 1988
SERVICE
Current Reviewer for: Applied and Environmental Microbiology, PloS One, Pedobiology,
Environmental Microbiology, International Society for Microbial Ecology Journal,
Invertebrate Biology
2011-present Editorial Review Board member Environmental Microbiology Journal
2011 Joint Genome Institute review pane
Davidson, S. K., R. Powell, and S. W. James. (2012) A global survey of the bacteria
within earthworm nephridia. Mol. Phylo. and Evol. Dec. 2012; DOI:10.1016/j.ympev.
2012.12.005
Dulla, G, R. Go, D. A. Stahl, and S. K. Davidson. (2012) Verminephrobacter eiseniae
type IV pili and flagella are required to colonize earthworm nephridia. ISME J.
6:11661175. published online Dec 15. doi:10.1038/ismej.2011.183.
Davidson, S. K., R. J. Powell and D. A. Stahl. (2010) Transmission of a bacterial
consortium in Eisenia fetida egg capsules. Environmental Microbiology. 12(8):2277-
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Page 337
2288
Lund, M.B., S.K. Davidson, M. Holmstrup, S. James, K.U. Kjeldsen, D. A. Stahl, A.
Schramm. (2010) Diversity and host-specificity of the Verminephrobacter-earthworm
symbiosis. Environmental Microbiology. 12(8):2142-2151
Pinel, N., S. K. Davidson and D. A. Stahl. (2008) Verminephrobacter eiseniae gen. nov.,
sp. nov., a nephridial symbiont of the earthworm Eisenia foetida (Savigny). Int J Syst
Evol Microbiol 58: 2147 2157. (Featured on cover, cover image by S.K.D.)
Davidson, S. K. and D. A. Stahl. (2008) Selective recruitment of bacteria during
embryogenesis of an earthworm. Int Soc Microbial Ecol 2, 510-518.
K. H. Sharp, S. K. Davidson, and M. G. Haygood. (2007) Localization of Candidatus
Endobugula sertula and the bryostatins throughout the life cycle of the bryozoan
Bugula neritina. Int Soc Microbial Ecol 1: 693-702.
DEVELOPMENT
Page 338
Sarah N. Giddings Postdoctoral Research Associate
EDUCATION
Ph.D. Civil and Environmental Engineering, Stanford University, 2010

M.S. Civil and Environmental Engineering, Stanford University, 2005
B.S. Civil and Environmental Engineering, University of California, Berkeley, 2003
FACULTY
NSF Ocean Sciences Postdoctoral Research Fellow with sponsoring scientist Dr. Parker
APPOINTMENTS
MacCready at the University of Washington, 1/2013 - current
Lecturer Part-Time, Civil and Environmental Engineering, University of Washington,
3/2013 6/2013
Postdoctoral Research Associate with Dr. Parker MacCready, University of Washington
1/2011 - 1/2013
RELATED
Engineering Intern: Stetson Engineers Inc. water resources consulting engineers, 1/2004 EXPERIENCE
8/2004
Research Assistant for Dr. Mark Stacey, Department of Civil and Environmental
Engineering, U.C. Berkeley, 6/2003-12/2003)
Intern: Alameda County Water District Operations Department drinking water
treatment and distribution agency, 1/2002 8/2002
Research Assistant for Dr. Robert Harley, Department of Civil and Environmental
Engineering, U.C. Berkeley, 6/2001-6/2002
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
EIT Certified, Certificate # 11749, July 23, 2003
SOCIETIES
Coastal & Estuarine Research Federation Member, 2007-current

American Society of Limnology and Oceanography Member, 2007-current
American Geophysical Union Member, 2006-current
Tau Beta Pi Engineering Honors Society President, Spring 2003, Historian Fall 2003,
Vice President Fall 2002, Service coordinator Fall 2001Spring 2002
ASCE (American Society of Civil Engineers) Member, 2003-current
Chi Epsilon (Civil Engineering Honors Society) Member, Spring 2003-current
HONORS AND
AWARDS
NSF Ocean Sciences Postdoctoral Research Fellowship, 1/2013

UW Postdoctoral Association research symposium award for best talk, 2011
Outstanding contribution to manuscript review, Coastal and Estuarine Research
Federation, 2011
Society of Women Engineers Teaching Excellence Award, 2010
Physics of Estuaries and Coastal Seas Conference award for best oral presentation, 2008
Achievement Rewards for College Scientists Foundation Fellowship 2008-2009
National Science Foundation Fellowship 2004-2007
Stanford Graduate Fellowship, NSF-Wells Family Fellow, 2004
Departmental Citation, U.C. Berkeley, 2003
Page 339
Represented U.C. Berkeley as the top CEE student in the CE News Star Student, 2003
Winzler & Kelley Civil Engineering Scholarship, 2001
California Alumni Leadership Scholarship, 1999-2003
Robert C. Byrd Scholarship, 1999-2003
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Educational Outreach Volunteer for Discover Science Weekend, Seattle Aquarium,

11/2012
Conference Chair Eastern Pacific Ocean Conference (EPOC) Co-chair, 2012
Educational Outreach Volunteer for World Ocean Weekend, Seattle Aquarium, 6/2011
Educational Outreach Volunteer for UW Engineering Discovery Days, 4/2011, 2012
Educational Outreach Volunteer for Ocean Inquiry Project, 4/2011 - current
Giddings, S.N., S.G. Monismith, D.A. Fong, and M.T. Stacey (in review, JPO), "Using
depth-normalized coordinates to compare residual circulation in a shallow, macrotidal
estuary with theory."
Giddings, S.N., D.A. Fong, and S.G. Monismith (in review, JPO), "Using depthnormalized coordinates to examine Lagrangian residual circulation in estuaries with a
large tidal amplitude relative to the mean depth."
Giddings, S.N., D.A. Fong, S.G. Monismith, C.C. Chickadel, K.A. Edwards, W.J. Plant,
B. Wang, O.B. Fringer, A.R. Horner-Devine, and A.T. Jessup (2012), Frontogenesis
and frontal progression of a trapping-generated estuarine convergence front and its
influence on mixing and stratification, Estuaries and Coasts, 35(2), 665-681, doi:
10.1007/s12237-011-9453-z.
Giddings, S.N., D.A. Fong, and S.G. Monismith (2011), "Role of straining and advection
in the intratidal evolution of stratification, vertical mixing, and longitudinal dispersion
of a shallow, macrotidal, salt wedge estuary." J. Geophys. Res., 116, C03003, doi:
10.1029/2010JC006482.
Wang, B, S.N. Giddings, O.B. Fringer, E.S. Gross, D.A. Fong, and S.G. Monismith
(2011), Modeling and understanding turbulent mixing in a macrotidal salt wedge
estuary." J. Geophys. Res., 116, C02036, doi: 10.1029/2010JC006135.
Plant, W.J., R. Branch, G. Chatham, C.C. Chickadel, K. Hayes, B. Hayworth, A. HornerDevine, A. Jessup, D.A. Fong, O.B. Fringer, S.N. Giddings, S.G. Monismith, and B.
Wang (2009), Remotely sensed river surface features compared with modeling and
in-situ measurements, J. Geophys. Res., 114, C11002, doi: 10.1029/2009JC005440.
Wang, B, O.B. Fringer, S.N. Giddings, and D.A. Fong (2009), "High-resolution
simulations of a macrotidal estuary using SUNTANS." Ocean Modelling, 26(1-2), 6085, doi:10.1016/j.ocemod.2008.08.008.
DEVELOPMENT
Page 340
Heidi L. Gough Research Assistant Professor
EDUCATION
Northwestern University, Evanston, IL

University of Washington, Seattle, WA
Environmental Engineering, B.S. 1993

Environmental Engineering, M.S. 1998
Environmental Engineering, PhD. 2004
Environmental Engineering, postdoc, 2004-2011
FACULTY
2011 present Research Assistant Professor, Department of Civil and Environmental
APPOINTMENTS
Engineering, University of Washington
2004- 2011 Research Associate, Department of Civil and Environmental Engineering,
1997-2004
Research Assistant, Department of Civil and Environmental Engineering,
Northwestern University
RELATED
1993-1997
Environmental Engineer, Terracon Environmental, Inc. Naperville, Illinois
EXPERIENCE
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
Professional Engineer, State of Illinois, 2000 Present
SOCIETIES
Environmental and Water Resources Institute (2013)

International Society for Microbial Ecology (2010-2012)
American Society of Microbiology (2000-present)
Association of Environmental Engineering and Science Professors (2005-2009)
HONORS AND
AWARDS
Invited summit participant and travel grant recipient, 2011, Womens International
Research Engineering Summit (WIRES).
Travel Grant Recipient, 2005. Association of Environmental Engineering and Science
Professors.
Select Profession Dissertation Fellowship, 2004, American Association of University
Women
Student Travel Grant Recipient, 2003, American Society for Microbiology
Associated Western Universities Fellowship, 1999, Pacific Northwest National
Laboratories
Murphy Fellowship, 1997, Northwestern University Technological Institute
SERVICE
Course development: Water in an Arid Land: study abroad to the Hashemite Kingdom of
Jordan.
Course instructor: Hazardous Waste Engineering, Engineering Jordan study abroad,
Wastewater treatment, Sampling and analysis laboratoryMicrobial Indicators of
Sewage Contamination, Microbial Processes Fundamentals (University of
Washington); Hazardous Waste Management (Seattle University).
Guest lecturer/outreach: (Huxley College of the Environment on the Peninsulas)
presented recent research to students in a course on Environmental Pollution and
Disturbances.
(in last 5 years)
Page 341
Molecular methods instructor: Assisted Dr. Jim Fields of University of Arizona with
molecular methods during his sabbatical visit to UW.
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Gough, H.L., D. Nelsen, C. Muller, J.F. Ferguson (in press) Enhanced methane
generation during thermophilic co-digestion of confectionary waste and grease-trap fats
and oil with municipal wastewater sludge. Water Environment Research.
doi:10.2175/106143012X13418552642128 (scheduled release Feb 2013).
Gough, H.L., and D.A. Stahl (2011) Profiles of microbial community structures in
anoxic freshwater lake sediments along a metal contamination gradient. ISME Journal
5(3):543-558.
Gough, H. L., A. L. Dahl, E. Tribou, P. A. Noble, J. F. Gaillard, and D. A. Stahl (2008)
Elevated sulfate reduction in metal-contaminated freshwater lake sediments. Journal of
Geophysical Research-Biogeosciences. 113(G4): p. G04037.
Gough, H.L., A.L. Dahl, M.A. Nolan, J.F. Gaillard and D.A. Stahl. (2008). Metal
impacts on microbial biomass in the anoxic sediments of a contaminated lake. Journal
of Geophysical Research Biogeosciences. 113:G02017, doi:10.1029/2007JG000566.
Fishbain, S., J. Dillon, H. Gough and D. Stahl (2003) High rates of sulfate reduction in
Yellowstone hot springs linked to unique genotypes in the dissimulatory pathway for
sulfate respiration. Applied and Environmental Microbiology. 69(6):3663-3667.
DEVELOPMENT
Page 342
Andrew T. Jessup Professor (WOT)
EDUCATION
Massachusetts Institute of Technology, PhD Oceanography/Oceanographic Engineering

Woods Hole Oceanographic Institution. 1990
Massachusetts Institute of Technology, MSE Civil Engineering (Fluid Dynamics), 1987
University of Michigan, BSE Engineering Science (summa cum laude), 1980
FACULTY
APPOINTMENTS 2011 present, Professor, Civil and Environmental Engineering
2002 present, Affiliate Associate Professor, Department of Mechanical Engineering
2000 2011, Affiliate Associate Professor, Department of Civil Engineering
1992 2000, Affiliate Assistant Professor, Department of Civil Engineering
RELATED
EXPERIENCE
2005 present, Chair, Air-Sea Interaction and Remote Sensing Department
2000 present, Principal Oceanographer
1995 2000, Senior Oceanographer
1990 1995, Oceanographer
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
SOCIETIES
Member, American Geophysical Union

Member, IEEE Geosciences and Remote Sensing Society
HONORS AND
AWARDS
1997, Distinguished Research Award, College of Ocean and Fishery Sciences, UW

1995 1996, Research Faculty Fellowship, College of Ocean and Fishery Sciences, UW
1988 1990, Graduate Student Researchers Program Fellowship, NASA
1983, Training Fellowship, Von Karman Institute for Fluid Dynamics, Brussels, Belgium
SERVICE
2009 present, Organizing Committee, NASA Sea Surface Temperature Science Team
2007, JASON briefing, Ocean and Riverine Depth
2004, Technical Program Committee, APS Division of Fluid Mechanics Meeting
2002/2004, Organizer, Special Session on Air-Sea Exchange, AGU Ocean Sciences
Meeting
2004, Member, College of Ocean and Fisheries Sciences Council, UW
2003, Guest Editor, Special Issue on Air-Sea Exchange, Journal of Geophysical Research
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Asher, W. E., et al. (2012), Statistics of surface divergence and their relation to air-water
gas transfer velocity, Journal of Geophysical Research-Oceans, 117.
Branch, R., A. T. Jessup, P. J. Minnett, and E. L. Key (2008a), Comparisons of shipboard
infrared sea surface skin temperature measurements from the CIRIMS and the MAERI, Journal of Atmospheric and Oceanic Technology, 25(4), 598-606.
Branch, R., W. J. Plant, M. Gade, and A. T. Jessup (2008b), Relating microwave
modulation to microbreaking observed in infrared imagery, Ieee Geoscience and
Page 343
Remote Sensing Letters, 5(3), 364-367.

Branch, R., C. C. Chickadel, and A. T. Jessup (2013), Thermal infrared multipath
reflection from breaking waves observed at large incidence angles, IEEE Trans.
Geosci. Remote Sens., to appear.
Castro, S. L., et al. (2010), The impact of measurement uncertainty and spatial variability
on the accuracy of skin and subsurface regression-based sea surface temperature
algorithms, Remote Sensing of Environment, 114(11), 2666-2678.
Chickadel, C. C., A. R. Horner-Devine, S. A. Talke, and A. T. Jessup (2009), Vertical
boil propagation from a submerged estuarine sill, Geophysical Research Letters, 36.
Chickadel, C. C., S. A. Talke, A. R. Horner-Devine, and A. T. Jessup (2011), InfraredBased Measurements of Velocity, Turbulent Kinetic Energy, and Dissipation at the
Water Surface in a Tidal River, Ieee Geoscience and Remote Sensing Letters, 8(5),
849-853.
Giddings, S. N., et al. (2012), Frontogenesis and Frontal Progression of a TrappingGenerated Estuarine Convergence Front and Its Influence on Mixing and
Stratification, Estuaries and Coasts, 35(2), 665-681.
Jessup, A. T., and R. Branch (2008), Integrated ocean skin and bulk temperature
measurements using the Calibrated Infrared In situ Measurement System (CIRIMS)
and through-hull ports, Journal of Atmospheric and Oceanic Technology, 25(4), 579597.
Jessup, A. T., et al. (2009), Evidence for complete and partial surface renewal at an airwater interface, Geophysical Research Letters, 36.
Plant, W. J., et al. (2009), Remotely sensed river surface features compared with
modeling and in situ measurements, Journal of Geophysical Research-Oceans, 114.
Talke, S. A., A. R. Horner-Devine, C. C. Chickadel, and A. T. Jessup (2013), Turbulent
kinetic energy and coherent structures in a tidal river Part 1: water column turbulence,
J. Geophys. Res., in press.
Thomson, J., J. R. Gemmrich, and A. T. Jessup (2009), Energy dissipation and the
spectral distribution of whitecaps, Geophysical Research Letters, 36.
Thomson, J., and A. T. Jessup (2009), A Fourier-Based Method for the Distribution of
Breaking Crests from Video Observations, Journal of Atmospheric and Oceanic
Technology, 26(8), 1663-1671.
DEVELOPMENT
Page 344
Dennis P. Lettenmaier Professor (WOT)

EDUCATION
B.Sc., Summa cum laude, Mechanical Engineering, University of Washington, 1970.

M.S., Civil, Mechanical and Environmental Engineering, The George Washington
University, 1972.
Ph.D., Civil Engineering, University of Washington, 1975.
FACULTY
1976-78, Research Associate, Department of Civil Engineering and College of Fisheries,
APPOINTMENTS
1978-81, Research Assistant Professor, Department of Civil Engineering, University of
Washington
1981-85, Research Associate Professor, Department of Civil Engineering, University of
Washington.
1985-91, Research Professor, Department of Civil Engineering, University of Washington
1991-present, Professor (WOT), Department of Civil Engineering, University of
Washington
RELATED
1975-76, Research Engineer, Department of Civil Engineering, University of Washington
EXPERIENCE
1997-98, Program Manager, Land Surface Hydrology Program, NASA Headquarters
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
Washington State, License No. 19104
SOCIETIES

American Meteorological Society
European Geosciences Union
American Water Resources Association
American Association for the Advancement of Science
HONORS AND
AWARDS
Exceptional Achievement Award, U.S. Geological Survey, 1986

Scientific and Technological Achievement Award, U.S. Environmental Protection
Agency, 1989 (with J. Yearsley)
Huber Research Prize, American Society of Civil Engineers, 1990
Best research paper, Water Resources Planning and Management Division, ASCE, 1992
(with D.Sheer)
Fellow, American Geophysical Union, 1995
Fellow, American Meteorological Society, 1998
Fellow, American Association for the Advancement of Science, 2007
Hydrology Award, American Geophysical Union, 2000
Elected Member, International Water Academy, 2002
Best practice-oriented paper, Journal of Water Resources Planning and Management,
ASCE (with A. Hamlet and D. Huppert), 2003
Walter Orr Roberts Lecture, American Meteorological Society, 2005
Page 345
Best research paper, Journal of Water Resources Planning and Management, ASCE (with
M. McGuire, A. Wood, and A. Hamlet), 2006
Robert E. Horton Lecturer, American Meterological Society, 2008
Elected to National Academy of Engineering, 2010
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Vano, J.A., B. Udall, D.R. Cayan, J.T. Overpeck, L.D. Brekke, T. Das, H.C. Hartmann,
H.G. Hidalgo, M. Hoerling, G.J. McCabe, K. Morino, R.S. Webb, K. Werner, and
D.P. Lettenmaier. 2013: Understanding Uncertainties in Future Colorado River
Streamflow, Bulletin of the American Meteorological Society (accepted).
Gao, H., C. Birkett, and D.P. Lettenmaier, 2012: Global monitoring of large reservoir
storage from satellite remote sensing. Water Resources Research 48, W09504, doi:
10.1029/2012WR012063
Mo, K. C., S. Shukla, D. P. Lettenmaier, and L.-C. Chen, 2012: Do Climate Forecast
System (CFSv2) forecasts improve seasonal soil moisture prediction?, Geophys. Res.
Lett., 39, L23703, doi:10.1029/2012GL053598.
Shukla, S. and D. P. Lettenmaier, 2011: Seasonal hydrologic prediction in the United
States: understanding the role of initial hydrologic conditions and seasonal climate
forecast skill, Hydrol. Earth Syst. Sci., 15, 3529-3538, doi:10.5194/hess-15-35292011.
Gao H., T.J. Bohn, E. Podest, K.C. McDonald, and D.P. Lettenmaier, 2011: On the causes
of the shrinking of Lake Chad, Environ. Res. Lett. 6, doi:10.1088/17489326/6/3/034021.
Mishra, V., and D.P. Lettenmaier, 2011: Climatic trends in major U.S. urban areas, 19502009 , Geophysical Research Letters 38, L16401, doi:10.1029/2011GL048255
Bohn, T.J., M.Y. Sonessa, and D.P. Lettenmaier, 2010: Seasonal hydrologic forecasting:
Do multi-model ensemble averages always yield improvements in forecast skill?, J.
Hydromet., 11(6), 1357-1371, doi:10.1175/2010JHM1267.1.
Bowling, L.C. and D.P. Lettenmaier, 2010: Modeling the effects of lakes and wetlands on
the water balance of Arctic Environments, J. Hydromet., 11, 276-295, doi:
10.1175/2009JHM1084.1.
Lettenmaier, D.P., and P.C.D. Milly, 2009: Land waters and sea level, Nature
Geoscience, 2, 452-454, doi:10.1038/ngeo567.
Milly, P. C. D., J. Betancourt, M. Falkenmark, R.M. Hirsch, Z.W. Kundzewicz, D.P.
Lettenmaier, and R.J. Stouffer, 2008. Stationarity is dead: Whither water management,
Science 319, 573-574.
DEVELOPMENT
Page 346
Edward McCormack Research Assistant Professor
EDUCATION
Ph.D. Geography, University of Washington, 1995

M.S. Civil Engineering, University of Washington, 1985
B.A. Geography, University of Washington, 1979
Research Assistant Professor, Civil and Environmental Engineering, University of

FACULTY
APPOINTMENTS Washington, Seattle, 50% position (2007present).
Adjunct Research Assistant Professor, Urban Design and Planning, University of
Washington, Seattle, (2007present).
RELATED
EXPERIENCE
Principal/Senior Research Engineer, Washington State Transportation Center, University

of Washington, Seattle, 50% position (1997present).
Visiting Researcher, SINTEF, Technology and Society Program, Road and Transport
Studies, Trondheim, Norway. Invited and funded by SINTEF to work on freight
technology issues (2008).
Project Manager, Washington State Department of Transportation, Freight and border
mobility technology program (19952008).
Engineering Consultant/Transportation Modeler, David Evans and Associates, Bellevue,
Washington, (19901993).
Research Engineer, Washington State Transportation Center, University of Washington,
Seattle (19851990).
CONSULTING
AND PATENTS
STATES OF
REGISTRATION
SOCIETIES
HONORS AND
AWARDS
SERVICE
Chair, Interagency Data Sharing Group, Puget Sound Regional Council, (2011- present).
(in last 5 years)
Member, Transportation Secure Data Center Advisory Group, National Renewable

Energy Laboratory (NREL), U.S. Department of Energy, (2012-present).
Vice Chair, Transportation Research Board, Committee on International Trade and
Transportation, AT020 (2010present).
Transportation Commissioner, City of Lake Forest Park, Washington (2004-2012).
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Zhao, W., McCormack, E., Dailey, D., and Scharnhorst, E. (2013). Using Truck Probe
GPS Data to Identify and Rank Roadway Bottlenecks. ASCE Journal of Transportation
Engineering, 139(1), 17.
Stover, V. and E. D. McCormack (2012) The Impact of Weather on Bus Ridership in
Pierce County, Washington, The Journal of Public Transportation, Volume 15, Issue 1,
95-110.
Page 347
Piteria, K., A. Goodchild, and E. D. McCormack (2012) Examining the Differential

Responses of Shippers and Motor Carriers to Travel Time Variability, International
Journal of Applied Logistics, Volume 3:1 39-53.
Ma, X., E. D. McCormack, and Y. Wang (2011) Processing Commercial GPS Data to
Develop Web-Based Truck Performance Measure Program, Transportation Research
Record, 2011, 92100.
Zhao, W., A. Goodchild, and E. D. McCormack, (2011) Evaluating the Accuracy of GPS
Spot Speeds for Estimating Truck Travel Speed, Transportation Research Record, 2011,
101110.
McCormack, E. D, and A. Bassok, (2011) Evaluating Two Low-Cost Methods of
Collecting Truck Generation Data Using Grocery Stores ITE Journal, 81 (6) 3440.
McCormack, E. D., M. Jensen, and A. Hovde (2010) Evaluating the Use of Electronic
Door Seals (E-Seals) on Shipping Containers. International Journal of Applied Logistics,
1 (4) 13-29.
McCormack, E. D. (2010) Evaluating the Use of Small Unmanned Aircraft for Avalanche
Control. Transportation Research Record, 2169, 168-173.
McCormack, E. D. (2009) Exploring Transportation Applications of Small Unmanned
Aircraft. ITE Journal, 79 (12) 3237.
DEVELOPMENT
Page 348
Bart Nijssen Research Scientist Principal
EDUCATION
2000: PhD, Civil Engineering, University of Washington, Seattle,

Washington
1991: Ingenieur (MSc), Tropical Land and Water Management,
Wageningen Agricultural University, Wageningen, The Netherlands
FACULTY
APPOINTMENTS
August 2001 September 2005: Assistant Professor, Departments of

Civil Engineering and Engineering Mechanics / Hydrology and Water
Resources, University of Arizona, Tucson, AZ
Developed an externally-funded research program based on state and
federally-funded research grants (including NASA, NSF, and NOAA)
and taught undergraduate and graduate course in hydrology and fluid
mechanics.
RELATED
EXPERIENCE
December 2011 Present: Research Scientist Principal, Department

of Civil and Environmental Engineering, University of Washington,
Seattle, WA
Co-management of research staff (postdoctoral research associates and
graduate research assistants), grant writing, and research. His own
research involves the land surface component of the coupled Regional
Arctic System Model (RASM), the Global Drought Information
System (GDIS), and research into forecasting techniques.
Project Scientist, Department of Civil and Environmental Engineering,
University of Washington, Seattle, WA
Participated in the organization, analysis and publication of a large
model intercomparison project (PILPS-2E) involving 21 science teams
from around the world.
CONSULTING
AND PATENTS
September 2005 - December 2010: Senior Vice-President Technology,

3TIER, Seattle, WA
As part of the executive team, managed a team of about 25 software
engineers, scientists, data managers and system administrators
responsible for the generation of operational weather and hydrological
forecasts, forecast delivery, software and web development,
information technology and data management. Led the development
and day-to-day operation of 3TIERs production infrastructure and
web delivery platform of a global, multiyear, high resolution, satellitebased solar data set. Secured SBIR funding for the development of an
experimental seasonal forecast system.
STATES OF
REGISTRATION
None
SOCIETIES
Member American Meteorological Society (AMS)

Member American Geophysical Union (AGU)
HONORS AND
Award for Excellence at the Student Interface, College of Engineering,
Page 349
AWARDS
University of Arizona, 2004.
SERVICE
2007-2011: Chair Hydrology Committee American Meteorological

Society
(in last 5 years)
2007-2011: Program Chair Conference on Hydrology, American

Meteorological Society
2012: Session Convener - American Geophysical Union Fall Meeting.
Reviewer for scientific publications and federal research grants
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Nijssen, B., and Coauthors, 2013: A prototype Global Drought

Information System based on multiple land surface models.
Journal of Hydrometeorology, in review.
Livneh, B., and Coauthors, 2013: A long-term hydrologically based
data set of land surface fluxes and states for the conterminous
United States: Updates and extensions. J Climate, in revision.
Bohn, T. J., B. Livneh, J. W. Oyler, S. W. Running, B. Nijssen, and D.
P. Lettenmaier, 2013: Global evaluation of MTCLIM and
related algorithms for forcing of ecological and hydrological
models. Agricultural and Forest Meteorology, 176, 38-49,
10.1016/j.agrformet.2013.03.003.
Gao, Y., L. R. Leung, E. P. Salath, Jr., F. Dominguez, B. Nijssen, and
D. P. Lettenmaier, 2012: Moisture flux convergence in regional
and global climate models: Implications for droughts in the
southwestern United States under climate change. Geophysical
Research Letters, 39, L09711, 10.1029/2012gl051560.
Schaner, N., N. Voisin, B. Nijssen, and D. P. Lettenmaier, 2012: The
contribution of glacier melt to streamflow. Environmental
Research Letters, 7, 10.1088/1748-9326/7/3/034029.
DEVELOPMENT
Page 350
G. Scott Rutherford Professor (WOT)
EDUCATION
PhD, Northwestern University, 1974

MSCE, Washington State University, 1968
BSCE, Washington State University, 1966
FACULTY
Professor (WOT), Department of Civil and Environmental Engineering, UW, 2012APPOINTMENTS
present
Professor, Department of Civil and Environmental Engineering, UW, 1995-2012.
Chair, Department of Civil and Environmental Engineering, UW, 2001-2006
Adjunct Professor, Department of Urban Planning, UW, Seattle, WA, 1995-present.
Associate Professor, Department of Civil Engineering, UW, Seattle, 1981-1995.
RELATED
Director, Sustainable Transportation Masters Degree Program, 2010 - present
EXPERIENCE
Director, Valle Scandinavian Exchange Program, UW, Seattle, WA, 2002-present.
Director, Engineering Professional Programs, PCE/EO, UW, 2006-2012
Director, Transport Innovation Unit, State Transportation Commission, 1990-1995.
Director, Washington State Transportation Center, Seattle, WA, 1983-1990.
Director of Research, WSDOT, Olympia, WA, 1983-1987.
CONSULTING
AND PATENTS
Transportation Consultant, Various firms, Washington D.C. 1975 - 1981
STATES OF
REGISTRATION
Civil Engineering License # 749007570 Washington D.C.
SOCIETIES
American Society of Civil Engineers, 1974 - Present

Institute of Transportation Engineers, 1986 - Present
Transportation Research Board, 1985 - Present
HONORS AND
AWARDS
Academic Engineer of the Year, Puget Sound Engineering Council, 2013

Life Member ASCE, 2009
Lifetime Achievement Award, Womens Transportation Seminar, PS, 2007
Member, The International Water Academy, Oslo, Norway, 2008
Outstanding Service Award, Institute of Transportation Engineers, WA, 2003
Outstanding Service Public Transportation Award, Washington State, 1992
SERVICE
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Watkins, Kari*, Brian Ferris*, Alan Borning, G. Scott Rutherford and David Layton.
Where Is My Bus? Impact of mobile real-time information on the perceived and
actual wait time of transit riders. Transportation Research Part A, Vol. 45, No. 8,
pp.839-848, Oct 2011.
Watkins, Kari, Brian Ferris, and G. Scott Rutherford. Explore: An Attraction Search
Tool for Transit Trip Planning. Journal of Public Transportation, Vol. 13, No. 4, pp.
111-128, 2010.
Page 351
Herbert S. Levinson, Samuel Zimmerman, Jennifer Clinger, G. Scott Rutherford, Bus

Rapid Transit: An Overview, Journal of Public Transportation. Vol 5, No. 2. 2008
Lowry, Michael*, G. Scott Rutherford, Timothy L. Nyerges, Internet Portal for LargeGroup Participation in Transportation Programming, The Journal of the
Transportation Research Board, Transportation Research Record 2077, Washington
D.C. 2008
Schramm*, LisaRene, Kari Watkins*, and G. Scott Rutherford. Amenities That Effect
Variability of Travel Time on BRT Systems. Transportation Research Record 2143,
2010
*Graduate Student Co-authors
DEVELOPMENT
Page 352
Tyler S. Sprague Assistant Professor, Department of Architecture
EDUCATION
University of Washington Ph. D. in the Built Environment
Seattle, Washington
College of Built Environments
University of Washington MS
Seattle, Washington
Structural Engineering
April 2013
May 2006
University of California, Berkeley BS with Honors

May 2003
Berkeley, California
Civil and Environmental Engineering
Universita per Stranieri
April 2002
Siena, Italy
FACULTY
APPOINTMEN
TS
Attestato di Frequenza e Profitto
Assistant Professor Department of Architecture University of Washington

2013 Acting Assistant Professor, Department of Architecture University of Washington
2012-2013
RELATED
EXPERIENCE
Magnusson Klemencic Associates

Seattle, WA
design engineer
10/06 - 10/08
Clark Pacific (arch. & structural pre-cast)

Sacramento, CA
project engineer
5/03 - 6/04
East Bay Municipal Utility District

Oakland, CA
engineering aide
5/02 - 12/02
CONSULTING
AND PATENTS
NA
STATES OF
REGISTRATI
ON
Professional Engineering in California:
License # C 73021
LEED Accredited Professional (US Green Building Council)
2008
2006
SOCIETIES
HONORS AND
AWARDS
SERVICE
University of California, Berkeley, College of Civil and Environmental

Engineering, 2002-2003
Xi Epsilon Member (Civil Engineering Honor Society)
Secretary, Association of Preservation Technology, Northwest Chapter
(in last 5 years)
Page 353
PRINCIPAL
PUBLICATIO
NS
(in last 5 years)
Floating Roofs: The Dorton Arena and the Development of the Modern Tension
Roof abstract accepted, paper submitted to the International Conference of
Structures and Architecture, Portugal, 2013
Hyperbolic Paraboloids in the Post-war Americas, accepted to Journal of
Construction History, Special Issue: Construction History in the Americas, (peerreviewed) 2012
Embracing Disciplinary Diversity: A Design Studio Pedagogy for Collaborative
Learning Theory by Design Conference, Architectural Sciences of the Artesis
University College of Antwerp, Belgium October 2012, Primary author with Ken
Yocom
Fettered by the Traditions of Modernity Re-theorizing Chanidgarhs Global
Heritage co-author with Manish Chalana, University of Washington, Planning
Perspectives, (peer-reviewed) set for publication in early 2013.
Building Chandigarh... Brick by Brick Globalization and the Modernist City:
The Chandigarh
Experience, Vikramaditya Prakash, ed., (University of
Washington India Program, March 2011)
Eero Saarinen, Eduardo Catalano and the Influence of Matthew Nowicki: A
Challenge to Form and Function, Nexus Network Journal, May 2010
Lighted Fair is Magic Landscape : The A-Y-P at Night, Pacific Northwest
Quarterly, (peer-reviewed) Spring 2009
The Cobb Building Renovation Preservation Seattle, Historic Seattle, June 2006
The Stability of Interior Corners, Column 5 (University of Washington
Department of Architecture), Summer 2006.
Page 354
Stuart E. Strand Research Professor
EDUCATION
Ph.D. in Environmental Engineering Pennsylvania State University, 1982

M.S. in Environmental Engineering Ohio State University, 1975
B.S. in Aeronautical Engineering Ohio State University, 1969
FACULTY
Research Professor of Civil and Env. Engineering -- 2003.
APPOINTMENTS Research Professor, College of Forest Resources, UW -- 1998
Research Associate Professor, College of Forest Resources, UW -- 1990
Adjunct Research Professor, Department of Civil Engineering, UW -- 1989
Research Assistant Professor, College of Forest Resources, UW -- 1989
Research Associate, College of Forest Resources, UW -- 1982.
RELATED
EXPERIENCE
CONSULTING
AND PATENTS
Williamson, K. J., S. E. Strand, and S. L. Woods, Support Aerated Biofilm Reactor, U.S.
Patent No. 5,116,506, May 26, 1991.
H. D. Stensel, A. Bielefeldt, S. E. Strand, and R. Herwig, Degradation of Environmental
Toxins by a Filamentous Bacterium, U.S. Patent No. 5,874,291, February 2, 1999.
STATES OF
REGISTRATION
Ohio, expired since 1998
SOCIETIES
HONORS AND
AWARDS
1989, Founders Award, U.S.A. Nat. Comm. Internat. Assoc. Water Pollut. Res. Control
(IAWPRC) for best paper: Timberlake., Strand and Williamson. (1988) Water
Research 22, 12, 1513-1517
1997, Rudolph Hering Medal, American Society of Civil Engineers for Bielefeldt, Stensel
and Strand Cometabolic Degradation of TCE and DCE without Intermediate
Toxicity Jour. Environ. Eng., Nov. 1995
SERVICE
Reviews for Environmental Science and Technology and Applied Environmental

Microbiology.
Reviews for DoD SERDP, NSF, DoD.
(in last 5 years)

PRINCIPAL
PUBLICATIONS
(in last 5 years)
Lorenz, A., Rylott, E., Strand, S. E., Bruce, Neil C. (2013) Towards engineering
degradation of the explosive pollutant hexahydro-1,3,5-trinitro-1,3,5-triazine in the
rhizosphere FEMS Microbiology Letters, 340(1) 49-54.
Andeer, P., Strand, S. E., Stahl, D. A. (2012) High-Sensitivity Stable-Isotope Probing by
a Quantitative Terminal Restriction Fragment Length Polymorphism Protocol, Appl.
Environ. Microbiol. 78 (1) 163-169.
Rylott, E. L., Budarina, M. V., Barker, A. , Lorenz, A., Strand, S. E., Bruce, N. C. (2011)
Engineering plants for the phytoremediation of RDX in the presence of the cocontaminating explosive TNT. New Phytologist. 192 (2) 405-413 .
Rylott, E. L., Jackson, R. G., Sabbadin, F., Seth-Smith, H. M., Edwards, J., Chong, C. S.,
Strand, S.E., Grogan, G., Bruce, N. C. (2011) The explosive-degrading cytochrome
P450 XplA: biochemistry, structural features and prospects for bioremediation,
Page 355
Biochimica et Biophysica Acta - Proteins and Proteomics. 1814. 230-236.

Keil, R. G., Nuwer, J. M., Strand, S. E. (2010) Burial of Agricultural Byproducts in the
Deep Sea As a Form of Carbon Sequestration: A Preliminary Experiment, Marine
Chemistry. 122. 91-95.
Kang, J. W., Wilkerson, H.-W., Farin, F. M., Bammler, T. K., Beyer, R. P., Strand, S. E.,
Doty, S. L. (2010) Mammalian cytochrome CYP2E1 triggered differential gene
regulation in response to trichloroethylene (TCE) in a transgenic poplar, Functional &
Integrative Genomics. 10 (2) 417-424.
Gaulke, L. S., Strand, S. E., Kalhorn, T. F., Stensel, H. D. (2009) Estrogen
Biodegradation Kinetics and Estrogenic Activity Reduction for Two Biological
Wastewater Treatment Methods, Environ. Sci. & Technol. 43 (18) 7111-7116.
Gaulke, L. S., Strand, S. E., Kalhorn, T. F., Stensel, H. D. (2009) Estrogen Nitration
Kinetics and Implications for Wastewater Treatment, Water Environment Research.
81 (8) 772-778.
James, C. A., Xin, G., Doty, S. L., Muiznieks, I., Newman, L. A., and Strand, S. E. (2009)
A Mass Balance Study of the Phytoremediation of Perchloroethylene-Contaminated
Groundwater. Environmental Pollution.157 (8-9) 2564-2569.
James, C. A., and Strand, S. E. (2009) Phytoremediation of Small Organic Contaminants
Using Transgenic Plants. Current Opinion in Biotechnol.20 (2) 237-241.
Andeer, P., Stahl, D. A., Bruce, N. C., and Strand, S. E. (2009) Lateral Transfer of Genes
for Hexahydro-1,3,5-Trinitro-1,3,5-Triazine (RDX) Degradation. Appl. Environ.
Microbiol.75 (10) 3258-3262.
Strand, S. E., and Benford, G. Ocean Sequestration of Crop Residue Carbon: Recycling
Fossil Fuel Carbon Back to Deep Sediments. (2009) Environ. Sci. & Technol.43 (4)
1000-1007.
Gaulke, L.S., Strand, S. E., Kalhorn, T. F., Stensel, H. D. 17-Ethinylestradiol
Transformation via Abiotic Nitration in the Presence of Ammonia Oxidizing Bacteria.
(2008) Environ. Sci. & Technol. 42(20) 7622-7627.
James, C. A., Xin, G., Doty, S. L., and Strand. S. E. Degradation of Low Molecular
Weight Volatile Organic Compounds by Plants Genetically Modified with
Mammalian Cytochrome P450 2E1. (2008) Environ. Sci. & Technol. 42(1) 289-293.
DEVELOPMENT
Page 356
John G Tawresey Vice President, KPFF Consulting Engineers
EDUCATION
BS, Civil Engineering, Cornell University;

MS, Theoretical and Applied Mechanics, Cornell University;
MBA University of Washington
FACULTY
APPOINTMENTS
Affiliate Professor, University of Washington, 1984 present
RELATED
EXPERIENCE
Partner KPFF Consulting Engineers, Seattle Washington
CONSULTING AND
PATENTS
Consulting structural engineer, 1973 to present
STATES OF
REGISTRATION
State of Washington PE, SE
SOCIETIES
Fellow, Structural Engineering Institute of ASCE, MASCE, Founding Member The

Masonry Society, Member Structural Engineers Association of Washington
HONORS AND
AWARDS
Haller Award, The Masonry Society 2012

Professional Engineer of The Year, Washington Society of Professional Engineers
2011
Structural Engineer of the Year, Structural Engineers of Washington 1998.
SERVICE
Bainbridge Island School Board, 2007 2012
(in last 5 years)

PRINCIPAL
PUBLICATIONS
(in last 5 years)
Warping of Brick Cladding Corners, Article, Structural Engineer Magazine,

January 2009
The Culture of Managing Risk, Article, Structural Engineer Magazine, April
2006.
DEVELOPMENT
Page 357
Jim Thomson Assistant Professor (WOT)
EDUCATION
PhD, Physical Oceanography, Massachusetts Institute of Technology (2006), Joint

Program with the Woods Hole Oceanographic Institution.
BA, Physics, Middlebury College, Magna Cum Laude (2000).
FACULTY
Assistant Professor, Civil & Environ. Eng., Univ. of Washington (2009-present).
APPOINTMENTS Adjunct Assistant Professor, Mechanical Eng., Univ. of Washington (2012-present).
RELATED
Principal Oceanographer, Applied Physics Lab., Univ. of Washington (2011-present).
EXPERIENCE
Oceanographer, Applied Physics Lab., Univ. of Washington (2006-2010).
CONSULTING
AND PATENTS
Ocean wave retrieval algorithms, Liquid Robotics Inc. (2012-present)

Mooring dynamics, Oscilla Power Inc. (2013-present)
STATES OF
REGISTRATION
US Coast Guard Captain's License, 100 ton coastal (1996-present).

SCUBA diver (1991-present), American Academy of Underwater Sciences research
diver (2001-present), Master diver (2006-present).
US Security Clearance (2009-present).
SOCIETIES
HONORS AND
AWARDS
ONR Young Investigator Program (2007).

Outstanding Paper Award, Ocean Sciences Meeting (2006).
Gould Research Prize, Middlebury College (2000).
Phi Beta Kappa (2000).
SERVICE
National Academies NRC committee on Marine Hydrokinetic Energy (2010-2012)

Workshop on Marine Energy projects in Chile (2011).
Workshop on data gaps for Offshore Renewable Energy (2011).
DOE SBIR-STTR Reviews (2011)
NOPP review panel, Integrated Ocean Observing System (2010)
Session chair, AGU fall meeting (2010)
Chair, Marine Renewable Energy track, Oceans 2010 conference
NSF review panel, physical oceanography (2010)
Maine Technology Asset Fund reviewer (2010)
Session chair, Workshop on Environmental Effects of Tidal Energy (2010)
Workshop on air-sea interactions under tropical cyclones (2010),
Session chair, IEEE International Geoscience & Remote Sensing Symposium (2008)
Journal peer reviews (approx. 25 in last 5 years)
(in last 5 years)
PRINCIPAL
PUBLICATIONS
(in last 5 years)
Bassett, C., J. Thomson, B. Polagye, Sediment-generated noise and bed stress in a tidal
channel, J. Geophys. Res., (in press).
Polagye, B. and J. Thomson, Tidal energy resource characterization: methodology and
field study in Admiralty Inlet, Puget Sound, US, Proc. IMechE, Part A: J. Power
and Energy, (in press).
Palodichuk, M., B. Polagye, and J. Thomson, Resource mapping at tidal energy sites, J.
Page 358
Ocean. Eng., (in press).

Rinehimer, J. P., J. Thomson, and C. Chickadel, Thermal observations of ebb flows on
fine-grained tidal flats: Evidence of exfiltration, Cont. Shelf Res., (accepted).
DEVELOPMENT
Thomson, J., Observations of wave breaking dissipation from a SWIFT drifter, J.

Atmos. & Ocean. Tech., 29, (2012).
Bassett, C., B. Polagye, M. Holt, and J. Thomson, A vessel noise budget for Admiralty
Inlet, Puget Sound, WA (USA), J. Acous. Soc. Amer., 132 (2012).
Thomson, J., M. Richmond, B. Polagye, V. Durgesh, Measurements of turbulence at
two tidal energy sites, J. Ocean. Eng., 37 (2012).
Elgar, S., B. Raubenheimer, J. Thomson, M. Moulton, Resonances in an evolving hole
in the swash zone, J. Waterways, Port, Coastal, and Ocean Eng., 138 (2012).
Thomson, J., Observations of thermal diffusivity and a relation to the porosity of tidal
flat sediments, J. Geophys. Res., 115 (2010).
Thomson, J. J.R. Gemmrich, and A.T. Jessup, Energy dissipation and the spectral
distribution of whitecaps, Geophys. Res. Let., 36 (2009).
Thomson, J. and A.T. Jessup, A Fourier-based method for the distribution of breaking
crests from video observations, J. Atmos. & Ocean. Tech., 26 (2009).
New York Times Scientists at Work blog (2012-2013) and Science Times article (16
Oct 2012).
Pacific Science Center Science EXPO (2012),
Ocean Inquiry Project (2009-present),
PSC Environmental Science and Technology Practicum (2012),
Washington Dept of Ecology seminar series (w/ Christopher Krembs) (2011),
Panelist, Washington Ocean Energy Conference (2011),
COSEE Community College Faculty Summer Teaching Institute (2011),
Institute for Journalism and Natural Resources (2011),
Panelist, Ocean Renewable Energy Conference V / EnergyOcean (2010),
Panelist, Global Marine Renewable Energy Conference (2010),
Pacific Science Center Science Cafe with KCTS public television (2009),
Society of Naval Architects and Marine Engineers (2009),
Marine Technology Society (2008),
Page 359
Tony S. Woody Transportation Engineer/Lecturer
EDUCATION
M.S., Civil Engineering, University of Washington, 2006

B.S., Civil Engineering, Oregon State University, 2000
FACULTY
Part-Time Lecturer, University of Washington, Department of Civil and Environmental
APPOINTMENTS
Engineering; 2013 - Current
RELATED
EXPERIENCE
Tony Woody is a transportation engineer with CH2M HILL's Transportation Business

Group in Seattle, Washington and a part-time lecturer at the University of
Washington. He has 13 years of experience in the transportation engineering field.
Tonys current responsibilities include traffic operational analysis, transportation
planning, project management, and microscopic traffic simulation modeling.
CONSULTING
AND PATENTS
Transportation Engineer, CH2M HILL; 2006-current

Traffic Engineer & Software Trainer, PTV America; 2000-2006
Transportation Engineering Intern, Finnish Road Administration; 1999
STATES OF
REGISTRATION
P.E. Civil Engineering, Oregon, Washington
SOCIETIES
Institute of Transportation Engineers, Washington State
HONORS AND
AWARDS
Young Engineer Award, ITE Washington State Section, 2013
SERVICE
Co-Chair, Washington State ITE Simulation Roundtable Technical Sub-committee, 20102013
(in last 5 years)

PRINCIPAL
PUBLICATIONS
(in last 5 years)
DEVELOPMENT
Page 360
AppendixCEquipment
The following table lists the major pieces of equipment used in support of instruction.
UpperDivisionRequiredCourses
MajorEquipmentUsed
CEE 316 Surveying
10 Sokkia Total Stations (4)
3 Trimble Total Stations (5)
Automatic Levels (4)
Regular Levels (2)
Stadia Rods (8)
Accessories for total stations:
- Reflecting prisms with poles (6)
- Tripods(10)
- Tape Measures (6)
CEE 342 Fluids
CEE 345 Hydraulics and Hydrology
CEE 363 Constructional Materials
6 m open channel for demonstrating critical

flow, backwater and hydraulic jumps;
Large weir-flow experiment for demonstrating
the use of the energy equation;
Pipe network for demonstrating head-loss in a
pipe and the Moody diagram;
Air-flow duct for demonstrating conservation
of volume;
Changeable orifice chamber for demonstrating
the Bernoulli and energy equations;
3 m water-channel for demonstrating Particle
Image Velocimetry (PIV) and Laser Induced
Fluorescence techniques.
Point gauges.
PIV system consisting of a research-grade
digital camera, a pulsed laser, beam-steering
optics and a system timing generator.
Pitot tube.
6 m open channel for demonstrating critical
flow, backwater and hydraulic jumps;
Large weir-flow experiment for demonstrating
the use of the energy equation;
Large water pump for demonstrating pump
efficiency curves
Forney Concrete Compression Tester
(400,000-lb max capacity)
Tinus-Olsen Universal Testing Machine
(120,000 lb max capacity)
Universal Testing MachineInstron 600DX
with a capacity of 600 kN (135,000 lb). Highcapacity tension, compression, bend/flex, and
shear testing.
Rockwell Hardness Tester
Charpy Impact Tester (Riehle)
Page 361
CEE 366 Soils
Stone Champions Concrete Mixers (4)

Steel 6X12 concrete molds
Steel 6X6X21 concrete beam molds
Concrete air content pressure meters (5)
Electronic scales (Mettler PM34-K,
MettlerToldeo, and Mettler PM16)
Slump cones
Wheel barrows (4)
Miscellaneous rods, mechanical scales, bins
for concrete sample preparation.
Miscellaneous ovens and mixers for both
concrete and bituminous mix assessments
Mechanical sieve shaker
Atterberg limit equipment (5 sets)
Standard and modified proctor test equipment
(5 setups)
Constant head permeameters (5 sets)
Falling head permeameter (1 setup)
Direct shear apparatus (2)
Consolidometers (pneumatic systems) (4)
Triaxial cells (5)
DGSI - EZ-DAQ 8 channel data acquisition
system
Loading frame (1)
Page 362
AppendixDInstitutionalSummary
1. The Institution
a. Name and address of the institution:
University of Washington, Seattle, WA 98195

b. Chief executive officer of the institution:
Michael K. Young, President

c. Self-study report submitted by:
Judy Ramey, Interim Dean, College of Engineering

Effective July 15, 2013, Michael B. Bragg will be the new Dean of the College of
Engineering.
d. Institution (University of Washington) is accredited by:
Northwest Commission on Colleges and Universities (NWCCU)

Initial University of Washington accreditation evaluation:
April 1918
Most recent University of Washington accreditation evaluation:
Accreditation was reaffirmed based on the Spring 2011 Year One

Evaluation.
2.
Type of Control
State-assisted Public Research University
3. Educational Unit
The University Organization Chart (Figure D-2, presented earlier in the Background
section of this Self Study) shows the position of the College of Engineering within the
University of Washington. The College of Engineering is a separately organized unit with
its own budgetary and program control within the University of Washington. Judy Ramey
became the Interim Dean of the College effective January 1, 2013, when the previous
Dean of the College, Matthew ODonnell, stepped down. Judy Ramey reports to the
Provost and Executive Vice President, Ana Mari Cauce. As described earlier, the program
is administered by the Department Chair, Greg Miller, who reports to the Dean of the
College (currently Judy Ramey; to be Mike Bragg effective July 15, 2013).
4.
Academic Support Units

Each Engineering department requires certain courses in mathematics, natural sciences,
communication, and engineering fundamentals. Table D-3 contains the course outline,
description, or syllabus for each of the required mathematics, statistics, biology,
chemistry, physics, applied mathematics, and writing courses required by some or all of
the engineering departments.
Page 363
Unit
Applied Mathematics
Head
Jose Nathan Kutz, Professor and Chair
Biology
H.D. Toby Bradshaw, Professor and Chair
Chemistry
Paul B. Hopkins, Professor and Chair
Mathematics
Selim Tuncel, Professor and Chair
Physics
Blayne R. Heckel, Professor and Chair
Statistics
Elizabeth Thompson, Professor and Chair
5. Non-academic Support Units

Descriptions of the non-academic support units are in Table D-4.
Unit
UW Enrollment Services
Head
Philip Ballinger, Assistant Vice President for
Enrollment, Admissions
UW Career Center
Susan Terry, Director
UW Information Technology (UW-IT)
Kelli Trosvig, Vice President and CIO
University of Washington Libraries
Lizabeth (Betsy) A. Wilson, Dean
College of Engineering Office of Student

Affairs
Academic Services
Eve Riskin, Associate Dean for Academic
UW ADVANCE Center for Institutional

Change (CIC)
Eve Riskin, Professor and Director
Center for Engineering Learning &

Teaching (CELT)
Cynthia J. Atman, Professor and Director
Center for Workforce Development
Suzanne Gage Brainard, Executive Director
College Computing Services
David T. Fray, Director
Disabilities, Opportunities, Internetworking,

and Technology (DO-IT)
Sheryl Burgstahler, Director
Education at a Distance for Growth and

David P. Szatmary, Vice Provost
Excellence (UW/EDGE)
UW Educational Outreach
and Engineering Professional Programs (EPP)
Page 364
Engineering Library
Mel DeSart, Head
GenOM Genomics Outreach for

Minorities Project
Lisa Peterson, Director
Seattle MESA (Mathematics, Engineering,

Science Achievement
Clarence Dancer, Director
6. Credit Unit
The College of Engineering adheres to the traditional ratio of one contact hour and two
outside hours per week for each credit of coursework, which is the University guideline.
Contact hours can include many different formats, including laboratories and quiz sections.
As a rule of thumb, two hours of scheduled lab or quiz per week counts toward 1 credit, but
exceptions may be warranted. Considering the flexibility allowed by the University and the
diversity of teaching styles and learning environments, the College of Engineerings Council
on Educational Policy will consider approving courses that do not meet these guidelines. For
such courses, faculty should present written material justifying the departure from the
traditional ratio and, additionally, should be prepared to justify the course credit/contact
hour ratio to the Council on Educational Policy in person.
Page 365
Table D-1. Program Enrollment and Degree Data
CIVIL ENGINEERING
Enrollment
Academic Year
Current Year
2012-2013
2011-2012
2010-2011
2009-2010
2008-2009
Year
FT
PT
FT
PT
FT
PT
FT
PT
FT
PT
1st
11
0
6
0
3
0
0
0
0
0
2nd
5
0
7
0
4
0
9
0
10
0
3rd
71
0
63
1
103
2
87
0
89
0
4th
107
8
142
7
127
7
127
5
106
9
5th
7
0
10
2
9
1
3
3
6
4
Total
Undergrad
201
8
228
10
246
10
226
8
211
13
Total
Grad
214
94
195
72
197
65
186
66
164
56
Degrees Awarded
Bachelors Masters Doctorates
Available approximately mid-July
111
106
123
88
105
68
98
74
Page 366
Table D-2. Personnel
CIVIL ENGINEERING
Year1 : Autumn 2012 (Active Employees)
HEAD COUNT
FT
PT
2
FTE
6.50
Faculty (tenure-track)
46
28.25
Other Faculty (excluding student Assistants)
38
79
36.76
Student Teaching Assistants
17
17.00
Technicians/Specialists
21
17
16.15
Office/Clerical Employees
40
5.00
Others4
65
26
65.00
Administrative
Student Research Assistants
College of Engineering notes:

TA and RA at 50% or greater equals 1 FTE
Data source is the CoE Data Resources website.
ABET notes:
Report data for the 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.
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.
For faculty members, 1 FTE equals what your institution defines as a full-time load.
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 credit-hours) per term of institutional course
work, meaning all courses science, humanities and social sciences, etc.
Specify any other category considered appropriate, or leave blank.
Page 367
AppendixEAssessmentSamples
This appendix contains representative samples of the kinds of materials used in the outcomes
assessment described in Criterion 4. In particular, three sample rubrics are included, two of
which include additional contextual materials:
1. Outcome b1 (rubric only)
2. Outcome h (rubric plus context)
3. Outcome e (rubric and sample assignment)
As stated in the main document, the full set of assessment data will be available for
inspection during the site visit (including student work), and can also be made available
online prior to the visit, if desired.
Page 368
Page 369
ABET Outcome:
Level of Assessment:
Assessment Technique:
(h) understanding impacts of engineering solutions in global

Comprehension, Application, Analysis, Synthesis (levels 1
through 4)
Direct assessment of student performance on term paper
including data collection, analysis, and discussion.
Activity Description:
For this term project (8 weeks) the student is to develop their own method or techniques in order to measure four key sustainability
indicators (each is a main task of the assignment with several subtasks). These indicators are energy use (household, transport, and
food), water use, time management, and waste production (municipal solid waste and carbon dioxide emissions). Each student uses a
different method of measurement because their personal situations (e.g. living in an apartment vs. a fraternity home) vary. Throughout
the process, the student discusses limitations of their own measurements and uncertainties associated with these measurements. Then,
they each compare their personal results to context greater than themselves (according to local and national averages) in response to
five prompts, supporting their conclusions with discussions.
Method of assessment:
Score Range Rating Category
Description
95-100%
Exceeds Expectations Comprehension of limitations and uncertainties of
personal measurements is excellent. Assumptions
made are explicitly explained. All required tasks
and subtasks are completed with high accuracy.
All discussion prompts are thoughtfully and
completely addressed. Report is proofread and
contains fewer than 5 grammatical errors, tone
and style is professional and introspective.
70-94%
Meets Expectations
Comprehension of limitations and uncertainties of
personal measurements is adequate. Assumptions
made are adequately explained. All required tasks
and subtasks are completed but with some errors.
All discussion prompts are adequately addressed.
Page 370
Class: CEE 360A Sustainability in Civil Engineering
Year
# of students
2010
118
Percent of Class Achieving Each Rating
Exceeds
Meets
Below
Low score:
Not turned in:
28.8% (34)
55.9% (66)
11.9% (14)
3.4% (4)
Example of tasks and discussion prompts

Task 4. Waste Generation. This Task has two parts and is probably the trickiest. The first part deals with trash, or more technically, municipal solid waste
(MSW). The second part deals with emissions, in particular, your carbon footprint (measured in CO2e). How many pounds of MSW and CO2e do you emit
daily and in one year?
1.
2.
Determine how much MSW you generate. How you measure the trash is up to you. This is likely to be one of the trickiest parts of the assignment. (Hint: you
will probably need a scale.)
Compute your carbon footprint. Use the following three (free) websites to determine your carbon footprint. The results of each calculator should be included
in one of your Appendices (you can do this with a screenshots and pasting them into Word, or making a PDF).
Carbon Footprint Home of Carbon Management http://www.carbonfootprint.com/calculator.aspx
EPAs Personal Emissions Calculator http://epa.gov/climatechange/wycd/calculator/ind_calculator.html
An Inconvenient Truth Carbon Calculator http://www.climatecrisis.net/takeaction/carboncalculator/
Page 371
Report is proofread, but may contain 5-15

grammatical errors, tone and style is professional
but at times conversational or not appropriate.
0-69%
Below Expectations
Comprehension of limitations and uncertainties of
personal measurements is inadequate.
Assumptions made are not clear. Required tasks
and subtasks are incomplete, missing or
erroneous. Discussion prompts are incompletely
addressed or missing. Multiple grammatical
errors, tone and style may be unprofessional.
The following are the outcomes for CEE 360A by year:
Page 372
While you are doing this subtask, keep in mind the following questions:
Are your results from each website different? If so, why do you think this may be the case?
Do you think these calculators offer an adequate representation of your lifestyle choices and behaviors? Rank the websites in order of most accurate to
least accurate. Write a few sentences about why you ordered them this way. What are you going to report?
What is missing from these calculators? You should be able to identify at least three things that are not considered in the computation. Are they
important?
Report your total waste (MSW and CO2) values on the Catalyst survey set up for Task 4.
3.
Outcome E: Formulate and solve an ill-defined engineering problem appropriate to civil

engineering by selecting and applying appropriate techniques and tools.
CEE 379 Fall 2011: J. Berman, instructor
Not Acceptable
Ability to work from
building plans and
direct observation to
develop suitable
analysis models and
input data to
estimate beam loads
and response*.
Use of MatLab
software as a tool for
structural analysis
Competent
Strong
31
13
34
11
Overall percentage competent or better (Item 1): 44/51 = 86%

Overall percentage competent or better (Item 2): 45/51 = 88%
*Students receive formal instruction on loads and loading in a subsequent course, so this
assignment required them to come up with reasonable approaches largely on their own
with incomplete data and minimal guidance. Students who did well on Item 1 were able to
construct sensible approaches to the estimation of loads, and to combine their observations
with the more formal tools of analysis to get useful engineering results. Students who did
well on Item 2 were able to modify structural analysis code developed over the course of
the quarter in MatLab to apply it to the boundary conditions and particulars of the current
problem.
Page 373
ABET Problem
CEE 379
Autumn 2011
Due December 5, 2011

1. This problem involves the University Club (formerly known as the Faculty Club) building here on
campus. This building is located on Stevens Way across from the Northeast corner of the Hub. The
plans are available on the class web site (on the Assignments page just below this assignment itself),
and it is also recommended that you go look at the structure as you consider how to model it.
(a) Estimate the distributed load acting on beam F1-F2 due to the weight of material supported by
the beam (i.e., the Dead Load ), and due to the room above the beam being full of people (an
example of a Live Load ). The self-weight of a W2168 is 68 lbs/ft.
(b) Look carefully at the connections at the ends of the beam, and note that the flanges are not
connected. Compute an effective moment of inertia, Ieff , at the connection assuming the section
consists of 80% of the web alone. The web dimensions of a W2168 are 18.625 0.43 in.
(c) The tabulated Ixx for this member is 1478.3 in4 , and E is 29,000 ksi. Use both your Dead Load
calculated above plus the Live Load, and compute the center deflection of the beam assuming the
ends act like hinges with rotational springs. Use a spring stiffness of kr = EIeff /d where d is the
beams depth.
(d) Compare the partially restrained displacement to the two extreme cases of end fixity: rigid and
pinned. Comment on which extreme you think this type of connection would be more closely
modeled by.
Note: You can use Dr. Frame or MATLAB (or both!) to do the calculations indicated, but you need
to hand in a symbolic stiffness matrix for the partially restrained case. (The problem will boil down to
solving a 22 system of equations, so you can actually do the solution entirely by hand if you prefer).
Page 374
AppendixFNewCurriculumSummary
This appendix contains the equivalents of Tables 5-1, 5A-2, and Figures 5A-3 and 5A-4, but
with the appropriate data corresponding to the new curriculum that will be in effect for
students graduating in Spring 2014 and beyond. Table 5-1(F) in particular shows that the
baseline ABET requirements are still satisfied under the new curriculum, while Table 5A2(F) illustrates how the new required 300-level course structure maps onto the program
outcomes.
In addition to these summary tables, 2-page course syllabi for the new junior courses are also
provided for reference.
Page 375
Table 5-1(F): Program Curriculum Effective June 2014 and Beyond
Courses in the program by term starting with the first

term of the first year [1] and ending with the last term of
the final year [12]
Required,
Elective or a
Selected
Elective by
an R, an E or
an SE.
Subject Area
Math &
Basic
Sciences
Engineering
Topics
Significant
Design ()
General
Education
Other
Last Two
Quarters the
Course was
Offered: Quarter
(A, W, S) and
Year
Maximum
Section
Enrollment
for the Last
Two Terms
the Course
was Offered
(Total,
L=Lab,
Q=Quiz)
Year 1, Autumn
[1] MATH 124 Calculus with Analytical Geometry I
W2013, S2013
120, 30Q
W2013, S2013
338, 24L
[1] English Composition (selected from UW list)
Year 1, Winter
[2] MATH 125 Calculus with Analytical Geometry II
W2013, S2013
120, 30Q
W2013, S2013
327, 24L
SE
[2] CEE 100 (recommended)
W2012, W2013
138
5
1
Year 1, Spring
[3] MATH 126 Calculus with Analytical Geometry III
W2013, S2013
160, 40Q
[3] PHYS 121 Mechanics
W2013, S2013
198, 22L
[3] ECON 200 Microeconomics
W2013, S2013
475, 50Q
Year 2, Autumn
[4] MATH 308 Linear Algebra
W2013, S2013
50
[4] PHYS 122 Elctro-Mag and Oscillations
W2013, S2013
201, 25Q
[4] AA 210 Statics
A2012, W2013
192
SE
4
4
Page 376
Year 2, Winter
[5] MATH 307 Differential Equations
W2013, S2013
50
[5] PHYS 123 Waves
W2013, S2013
201, 24L
[5] CEE 220 Mechanics of Materials
W2013, S2013
190, 34Q
[5] HCDE 231 Technical Writing
W2013, S2013
30
W2013, S2013
129
4
3
Year 2, Spring
[6] IND E 315 Prob & Stats for Engineers
[6] Engineering Fund. (from approved list)
SE
[6] ME 230 Dynamics
W2013, S2013
177, 55Q
[6] AMATH 301
SE
W2013, S2013
124
[7] CEE 317 GeoSurveying
NA
NA
[7] CEE 337 Construction Materials
NA
NA
[7] CEE 377 Introduction to Structural Design
NA
NA
[8] CEE 307 Construction Engineering
NA
NA
[8] CEE 347 Fluid Mechanics
NA
NA
[8] CEE 357 Environmental Engineering
NA
NA
NA
NA
NA
NA
NA
NA
Year 3, Autumn
Year 3, Winter
Year 3, Spring
[9] CEE 327 Transportation Engineering
[9] CEE 367 Geotechnical Engineering
[9] CEE 4xx or grad requirement
SE
SE
SE
[10] Technical Elective
SE
SE
Year 4, Autumn
Page 377
SE
[11] CEE 440
SE
SE
[11] Additional electives
Year 4, Winter
W2012, W2013
124
S2012, S2013
48
Year 4, Spring
[12] CEE Capstone (441, 442, 444, or 445)
R/SE
SE
[12] Technical Electives (selected from list)
SE
[12] Upper Division Engineering and Science Elective
SE
TOTALS-ABET BASIC-LEVEL REQUIREMENTS

OVERALL TOTAL
CREDIT HOURS FOR
COMPLETION OF THE
PROGRAM
PERCENT OF TOTAL
Total must
satisfy either
credit hours
or percentage
Minimum Quarter Credit Hours

Minimum Percentage
49
98
32
27%
54%
18%
1%
180
48 Credits
72 Credits
25%
37.50%
29
Credits
NA
Page 378
Table 5A-2(F): Mapping of Outcomes to Upper Division Core Requirements, New

Curriculum
Junior'Core
Capstone'Sequence
Outcome
307 317 327 337 347 357 367 377
apply knowledge of
mathematics,
science, and
engineering
design and conduct

as to analyze and
interpret data
design a system,
component, or
process to meet
desired needs
and solve
engineering
problems
understanding of
professional and
ability to
communicate
effectively
understand the
recognition of the
need for, and an
life-long learning
knowledge of
contemporary issues
ability to use the

techniques, skills,
and modern
engineering tools
necessary for
44x
440
Page 379
Figure 5A-3(F): Prerequisite and graduation requirement summary (excerpted from the
2013-14 Student Advising Guide)
Page 380
Figure 5A-4(F): Sample curriculum indicating flow through program (excerpted from
2013-14 Student Advising Guide)
Page 381
Junior-Year Courses: New Curriculum
Page 382
Course Name:
Course Prefix:
Course Number:
Catalog Description
Construction Engineering
CEE
307
Introduction to construction engineering including
construction methods, engineering economics, contracts,
project delivery methods, plans and specifications,
scheduling, estimating, productivity, environmental
regulations, safety and green construction. Use of scheduling
and estimating software tools and an emphasis on
communicating engineering information.
Credits:
Prerequisites:
Required
Coordinators:
Textbook:
5 (4 hrs lecture, 2 hrs quiz section)

Admission to CEE Department
Yes
Steve Muench, Kamal Ahmed
Halpin, D.W. (2011). Construction Management, 4th edition.
John Wiley & Sons, Inc.: Hoboken, NJ. OR any other
acceptable construction management text. We will agree on a
common textbook to make buy-back and reuse easier.
1
Evaluate alternatives using standard engineering economics

methods.
Describe construction contract types, contractual elements,

pricing schemes, and typical project delivery methods
including advantages/disadvantages and appropriate use.
Calculate basic productivity for typical construction labor

and equipment.
Read and interpret construction plans and specifications.
Schedule a construction project using software and identify
the critical path and task float times.
Estimate a construction work package using software or
current estimating reference sources.
Discuss importance of, governing regulations and methods of
implementation for construction safety, environmental
controls, and sustainability considerations.
4
5
6
Topics (duration)
1
2
3
Engineering economics.
Construction contracts and delivery methods.
Contractual elements.
Page 383
4
5
6
7
8
9
10
11
12
13
Plans and specifications.

Scheduling.
Estimating.
Project control.
Construction methods,.
Productivity.
Safety.
Environmental regulations.
Green construction.
Current events.
OUTCOMES
High (H)/Medium(M)/Low(L)
(a) Apply mathematics science and

engineering principles
(b) Ability to design and conduct
experiments and interpret data
(c) Ability to design a system,
component, or process to meet
desired needs
(d) Ability function on
multidisciplinary teams
(e) Ability to identify, formulate,
and solve engineering problems
(f) an understanding of professional
and ethical responsibility
(g) Ability to communicate
effectively
(h) The broad education necessary
to understand the impact of
engineering solutions in a global
(i) a recognition of the need for,
and an ability to engage in life-long
learning
(j) a knowledge of contemporary
issues
(k) Ability to use the techniques,
skills, and modern engineering
tools necessary for engineering
practice
M
L
L
H
M
H
H
M
H
H
Page 384
Course Name:
Course Prefix:
Course Number:
Catalog Description
Credits:
Prerequisites:
Required:
Coordinators:
Textbook:
Geomatics and Surveying

CEE
317
Measurement and digital mapping techniques.
Integration of surveying methods and techniques.
Modern applied techniques in the layout and
monitoring of structures. Spatial data collection and
integration with surveying data. Computer
adjustment of measurements, analysis of error.
Horizontal and vertical control. Global and plane
coordinate systems, transformation. Horizontal and
vertical curve computations, layout. Earthwork and
volume measurements, computations. Leveling and
datum considerations, photogrammetry, GPS, GIS,
remote sensing, cadastral surveys, and construction
surveys.
5 (4 hrs lecture, 3 hrs lab)
Junior Standing
Yes
Kamal Ahmed
N/A
1
2
3
4
5
6
7
8
Topics (duration)
1
Understand the integration of spatial and location

data
Collect precise surveying data using modern
equipment
Understand the concept of coordinate systems and
understand the problems associated with them.
Define the basic elements measured by surveying
and how they are translated into surveying products.
Produce surveying deliverables in a digital format.
Apply surveying techniques and calculations to
support mapping and setting out of engineering
projects.
Understand the basics of satellite supported
measurements of current and developing systems.
Understand the basics of remote sensing and GIS and
how they are related to Surveying and civil
engineering in general.
Definition of Surveying, main concept, and branches
of surveying
Page 385
2
3
4
5
4
5
6
7
8
9
10
11
12
13
ABET
desired needs
(e) Ability to identify, formulate, and
solve engineering problems
effectively
(h) The broad education necessary to
understand the impact of engineering
solutions in a global and societal
context
(i) a recognition of the need for, and
an ability to engage in life-long
learning
issues
Basic quantities measured: angles, directions, and

distances.
Using instruments and software for measurements,
data download, and production of deliverables
Coordinate systems and datums
Horizontal and vertical control
Horizontal and vertical curves
Volumes of Earthwork
Topographic mapping
Ground and aerial LIDAR (laser)
Construction Surveying
Satellite supported measurement systems (GPS,
Galileo, GLONASS, ..)
Remote sensing and Photogrammetry
Geographic Information Systems
Spatial data gathering and integration of surveying
data and GIS tools.
Monitoring of structures
H
L
L
H
H
H
H
M
H
Page 386

skills, and modern engineering tools
Course Name:
Course Prefix:
Course Number:
Catalog Description
Credits:
Prerequisites:
Coordinators:
Textbook:
1
3
4
5
6
Transportation Engineering
CEE
327
Study of vehicular transportation fundamentals
including vehicle dynamics, geometric design,
pavement design, traffic flow concepts, level of
service analysis, intelligent transportation systems,
travel demand prediction methods, freight
logistics, and management of transportation
systems. Includes a review of relevant vehicle
operating characteristics.
5
either MATH 126, MATH 134, MATH 135, or
MATH 136; PHYS 121
Yinhai Wang, Anne Goodchild, Cynthia Chen
Fred L. Mannering, Walter P. Kilareski, Scott
Washburn. Principles of Highway Engineering
and Traffic Analysis (fourth edition). John Wiley
& Sons, Inc., U.S.A., 2009.
Understand general principles that govern road

vehicle performance and its interaction with
roadway geometrics
Understand the procedure and fundamental theory
for roadway geometric designs, particularly
horizontal and vertical alignments;
Learn flexible and rigid pavement characteristics
and design procedures;
Understand the fundamental relationships between
traffic volume, speed, and density;
Estimate a construction work package using
software or current estimating reference sources;
Use Highway Capacity Manual to determine level
of services for freeway, multilane highway, and
signalized intersections;
Describe the general principles and models used in
contemporary travel demand, mode choice, and
route choice analysis and forecasting;
Page 387
8
9
Topics (duration)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Understand freight transportation and logistics

fundamentals;
Learn cutting edge technology applications in
traffic engineering.
Vehicle dynamics
Vertical alignment design
Horizontal curve design
Flexible pavement design
Rigid pavement design
Fundamental traffic flow theory
Queuing theory
Freight transportation
Transportation logistics
Traffic detection systems
Traffic signal control
Highway capacity and quality of services
Transportation planning concepts
Four-step transportation planning model
Intelligent transportation systems
Future transportation technologies
ABET

component, or process to meet desired
needs
(d) Ability function on multidisciplinary
teams
(f) an understanding of professional and
(g) Ability to communicate effectively
solutions in a global and societal context
(i) a recognition of the need for, and an
ability to engage in life-long learning
H
L
M
H
M
H
H
M
Page 388

(k) Ability to use the techniques, skills,
and modern engineering tools necessary
for engineering practice
H
H
Page 389
Course Name:
Course Prefix:
Course Number:
Catalog Description
Credits:
Prerequisites:
Coordinators:
Textbook:
Construction Materials
CEE
337
General treatment of physical and mechanical
properties and engineering behavior of metallic
and nonmetallic materials. Steel, aluminum,
aggregates, portland cement concrete, hot mix
concrete, and wood. Laboratory testing,
instrumentation, and investigation into macrobehavior. Sustainability issues including
recycling, energy requirements, and greenhouse
gas production associated with the materials
examined in the class. Prerequisite: CEE 220.
5
Junior Standing
Janssen and Mahoney
Two alternatives: Mamlouk and Zaniewski
Materials for Civil and Construction Engineers,
or extensive use of pdf format documents from
the Portland Cement Association including the
Design and Control of Concrete Mixes, the
Wood HandbookWood as an Engineering
Material by the USDA Forest Service and other
sourcesall posted on the class web site.
1
2
4
5
6
Understand material behaviors--both physical and

mechanical
Explain the need for standards and standards
organizations.
Describe common test methods, specifications,
and applications for construction materials
commonly encountered by Civil Engineers (steel,
aluminum, aggregates, portland cement concrete,
bituminous materials, and wood).
Understand typical construction material
variability and how that is applied to quality
control and assurance.
Define best practices associated with recycling for
the materials covered in the class.
Describe energy requirements and GHG
production for the materials covered in the class.
Topics (duration)
Page 390
1
2
3
ABET
(b) Ability to design and conduct experiments
and interpret data
(c) Ability to design a system, component, or
process to meet desired needs
teams
(e) Ability to identify, formulate, and solve
engineering problems
(i) a recognition of the need for, and an ability
to engage in life-long learning
(k) Ability to use the techniques, skills, and
modern engineering tools necessary for
Physical and mechanical properties of materials

Behavior of metallic and nonmetallic materials
Materials, test methods, and specifications for (a)
steel, (b) aluminum, (c) aggregates, (d) portland
cement concrete (PCC), (e) hot mix asphalt
(HMA), and (f) wood
Grading systems for bituminous binders and
dimensioned lumber.
Materials and sustainability including recycling,
energy requirements, and GHG associated with
steel, aluminum, aggregate production, PCC,
HMA, and wood.
Laboratory testing, instrumentation, and
investigation into macro-behavior of metals,
portland cement concrete, and hot mix asphalt.
M
H
M
H
M
L
H
L
L
M
Page 391
Course Name:
Course Prefix:
Course Number:
Catalog Description
Credits:
Prerequisites:
Coordinators:
Textbook:
Engineering Fluid Mechanics

CEE
347
5
Junior Standing
1
2
3
4
5
6
7
8
9
10
11
Topics (duration)
1
2
3
4
5
6
7
8
Apply manometry to calculate pressure.

Calculate forces on submerged objects.
Use the Bernoulli Equation to calculate pressure head,
velocity head, or elevation head given two of the three.
Calculate and plot streamlines for flows with given
velocity fields.
Explain the difference between Lagrangian and
Eulerian reference frames
Determine a control volume for a given flow
Use the conservation of momentum to determine the
forces due to fluids in motion.
Use the Energy Equation to determine the energy loss
or energy input required through any fluid system.
Apply the Buckingham PI theorem to determine the
dimensional groups important to a given flow
Calculate major and minor energy losses in a pipe
system
Calculate the depth averaged velocity in an open
channel flow
Fluid statics (1.5 weeks)

Bernoulli Equation (1 week)
Kinematics (1 week)
Reynolds Transport Theorem and conservation of mass
(1.5 weeks)
Conservation of momentum (1 week)
Conservation of energy (1 week)
Dimensional analysis (1 week)
Pipe flow, head loss, pipe networks (1 week)
Page 392
ABET
needs
teams
Boundary layers and open channel flow (1 week)
H
H
L
L
H
L
M
L
M
L
Page 393
Course Name:
Course Prefix:
Course Number:
Catalog Description
Credits:
Prerequisites:
Coordinators:
Textbook:
Environmental Engineering
CEE
357
Description of water and air resources and parameters that
characterize their quality, how their use alters their
properties. Elements of hydrology. Mass and energy
balances as they apply to environmental systems. Global
environment change. Basics of aquatic chemistry and
microbiology applied to municipal water and wastewater
treatment operations. Groundwater water contamination and
treatment.
5
Junior Standing
Gregory Korshin, Mark Benjamin, Michael Brett
G.M.Masters and W.P.Ela Introduction to Environmental
Engineering and Science Prentice Hall, 2008 or Mihelcic
"Environmental Engineering: Application of the basic
fundamentals of mathematics, physics, chemistry and
biology to protect human and environmental health". 1999
or later editions.
1
2
5
6
Learn about major compartments of the environment,

effects of global and local hydrological and related cycles
on them
Understand the nature of environmental regulations as
applied to the practice of environmental engineering
Apply mass balance models to a wide range of
environmental contaminant problems, including those in
surface water, groundwater and air
Apply the concepts of chemical equilibria, stoichiometry
and kinetics to solving problems typical for environmental
engineering
Understand major aspects of current and emerging
technologies for air and water treatment, apply their
concepts to practical design calculations
Understand the nature of and approaches to address local
environmental and global problems
Topics (duration)
Page 394
Compartment of the environment. Units of measurements in

environmental systems. Mass and energy balances. Hydrological
cycles. Conservation equations for environmental systems and
reactors. Steady and transient system states. CSTR, PFR and
MRF reactors.
Fundamentals of environmental chemistry. Chemical equilibria.
Acid/base systems. Solubility of gases. The carbonate system and
its global role. Persistent organic pollutants. Emerging classes of
pollutants. Persistence and mobility of radionuclides.
Water pollutants and water quality parameters. Microbiological
processes in water. Oxygen consumption and BOD. C-BOD, NBOD and nitrification. Reaeration and oxygen sag. StreeterPhelps model. Processes in lakes. Eutrophication, stratification.
Redfield ratio. Sedimentation. Phosphorus and nitrogen controls.
Watersheds, streams and aquifers. Groundwater physics and
chemistry. Hydraulic gradient and D'Arcy law. Contaminant
retardation. Drawdown. Capture zones. Pump and treat
operations. Active barriers. Nuclear wastes and groundwater
contamination.
Surface water quality and its controls. Drinking water treatment
technologies. Microbiological contaminants and disinfection.
Coagulation. Desalination. Membrane reactors. Wastewater
treatment concepts. Microbiological reactors for wastewater
treatment. Solid municipal wastes. Hazardous wastes.
Compartments of the atmosphere. Air pollution. Criteria
pollutants. Emission controls. Cap-and-trade approaches. Basics
of air quality modeling. Stratospheric ozone and CFCs.
Global environmental change and sustainability. Limits of global

sources and sinks. Greenhouse gases. CO2 sequestration.
Resource recovery, recycling and elements of lifecycle
assessment. Alternative energy sources and associated challenges.
ABET
desired needs
H
M
H
M
H
M
Page 395

effectively
solutions in a global and societal
context
(i) a recognition of the need for, and
an ability to engage in life-long
learning
issues
skills, and modern engineering tools
H
H
Page 396
Course Name:
Course Prefix:
Course Number:
Catalog Description
Credits:
Prerequisites:
Coordinators:
Textbook:
Geotechnical Engineering
CEE
367
This class focuses on the fundamental engineering (hydromechanical) properties of soil and rock: (i) Physical
characteristics; including air-water-solid phase relationships,
particle size distribution, plasticity, and compaction, (ii)
hydro-conductive properties, (iii) volume change
characteristics; including short- and long-term deformation,
and (iv) strength properties; including consideration of
"drained" and "undrained" loading in soil. Additionally, the
class included coverage of experimental methods and
laboratory tests to measure select properties of soil.
5
Junior Standing
Arduino, Kramer, Wartman
Introduction to geotechnical engineering, Holtz et al. 2010
1
2
3
4
5
Topics (duration)
1
2
3
4
1. Understand the fundamental physical, conductive, volume

change, and strength characteristics of soil
2. Perform and interpret experiments to measure the above
characteristics of soil
3. Apply items 1 and 2 above in the solution of basic
problems in geotechnics
4. Think like a specialist in geotechnical engineering
5. Understand the influence of basic geologic processes on
the characteristics and properties of soil deposits
Introduction, The nature of particulate matter, Soil

formation, Soil chemistry
Physical properties of soil and rock: grain size and size
distributions, soil classification systems, fine-grained soil
plasticity, phase relationships, soil density and compaction
Stresses in soil, type of soil stresses, vertical and horizontal
stresses in soil, effective stress, stress profiles
Hydraulic Conductivity (Ground-water), water conduction in
soil via Darcy's Law, hydraulic conductivity (k), 2D flow
analysis using flow nets
Soil Volume Change (Compressibility), Mechanisms of
volume chance in soil, Magnitude of volume change
Page 397
8
9
ABET
needs
teams
Soil and rock shear strength, Friction and cohesive strengths,

Drained and undrained conditions, Effective and total stress
analyses
Lateral earth pressures, at-rest, active, and passive
conditions. Evaluation of lateral loads using Rankine and
Coulomb methods.
Applications.
Rock mechanics
H
H
L
L
M
M
M
M
M
H
Page 398
Course Name:
Course Prefix:
Course Number:
Catalog Description
Credits:
Prerequisites:
Coordinators:
Textbook:
Structural Engineering I
CEE
377
Introduction to Structural Design
5
Junior Standing
Berman, Reed, Roeder
ASCE 7-10
1
2
3
Topics (duration)
1
2
3
4
5
6
7
8
ABET
(c) Ability to design a system, component,
or process to meet desired needs
teams
(e) Ability to identify, formulate, and solve
engineering problems
Understand the fundamental behavior of common

structural types and systems.
Understand the design process, and its role in codes
of practice.
To integrate existing skills in materials, mechanics
and analysis for use in the practice of structural
engineering.
Introduction to structural design

Codes; load demand and strength capacity
Introduction to structural systems
Loads on structures
Fundamentals of member design (tension,
compression, bending)
Introduction to structural analysis
Analysis of statically determinate systems
Introduction to analysis of statically indeterminate
systems (continuous beams)
H
L
H
L
H
Page 399

M
H
M
M
M
Page 400
AppendixG:HealthandSafetyPoliciesandResponsibilities
University of Washington Policy Directory
Presidential Orders
Executive Order
No. 55
University Health and Safety Programs: Policy and

Responsibilities
1.
Policy
The University of Washington is committed to providing a healthy and safe environment for
faculty, staff, students, visitors, and volunteers in all sites owned, operated, or controlled by
the University. This commitment includes supporting a culture of health and safety across the
University.
2.
Responsibilities
A.
All University faculty, staff, students, and volunteers are responsible for:
Observing and following health and safety regulations, policies, and procedures;
Participating in mandatory health and safety training;
Promptly reporting to their supervisors all safety and health hazards or violations
and on-site incidents, injuries, and environmental illnesses; and
Giving due consideration to personal safety and the safety of others while
performing assigned tasks.
B.
The University President has the ultimate responsibility for health and safety programs
for the University. Under the authority delegated by the President, the Provost, the vice
presidents and vice provosts, chancellors, deans, directors, chairs and unit supervisors,
including faculty supervising academic activities, are responsible for:
Reinforcing the importance of health and safety and creating a culture of health
and safety in their units;
Providing oversight of facilities, equipment, and practices to support a safe work
and academic environment;
Page 401
Ensuring individuals under their supervision have sufficient authority and support
to properly implement health and safety regulations, policies, and procedures;
Being aware of and following safety plans for all University workplaces,
classrooms, laboratories, field work locations, and student life areas;
Assuring compliance with mandatory health and safety training in their units;
Acting in support of the Department of Environmental Health and Safety (EH&S)
and units with related responsibilities (see Sections 5 and 6 below) to monitor
adherence to applicable health and safety regulations, policies, and procedures;
and
Establishing priorities and committing resources for correction of health and
safety deficiencies.
3.
Health and Safety Committees

University Health and Safety Committees are established to fulfill responsibilities imposed by
WAC 296800140 (pertaining to accident prevention programs) and WAC 296800130
(pertaining to health and safety committees) and University policies to:
Review reports of accidents, illnesses, and injuries and determine appropriate
mitigation;
Work proactively with representative units to ensure health and safety plans are
current and mitigate risks; and
Bring health and safety issues to the University Wide Health & Safety Committee to
advise the EH&S Director regarding health and safety issues (see also Administrative
Policy Statement 10.11).
4.
Environmental Health and Safety Advisory Board

The Environmental Health and Safety Advisory Board is appointed by the President to advise
the President and the Provost on the implementation of the policy set forth in this order, to
recommend such changes as the Board deems desirable, and to serve as a resource and
guide to EH&S, the University Health and Safety Committees, and the other units with
related responsibilities. As part of these duties, the Board:
Reviews University data relevant to environmental health and safety;
Identifies and recommends institutional environmental health and safety goals;
Advocates for a healthy and safe University environment; and
Identifies areas to best integrate and coordinate University functions and efforts that
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promote health and safety.
5.
Department of Environmental Health and Safety (EH&S)

EH&S has responsibility for implementation of all University policies related to public,
occupational, and environmental health and safety at University-owned, -operated, and controlled sites, providing a wide range of technical services and leadership. As part of this,
EH&S:
Assists in the formulation and implementation of written health and safety policies at
the University;
Conducts health and safety training and provides educational materials, assistance,
and training programs for University staff, faculty, and student employees;
Collects, analyzes, and disseminates appropriate data on health and safety at the
University and utilizes these data in recommending priorities and taking actions to
promote environmental health and safety;
Develops effective lines of communication for notifications;
Conducts monitoring and auditing of health and safety programs;
Enforces standards through well-publicized compliance guidelines;
Responds promptly to detected problems and undertakes corrective action with
relevant campus partners. This includes the authority to order immediate cessation of
activities that present significant or immediate danger to life, health, or safety;
Provides staff support to Health and Safety Committees, the EH&S Advisory Board, and
any other unit requesting technical review;
Represents the University in interactions relating to health and safety with external
enforcement agencies and other entities in the areas of public health, occupational
health, fire safety, and environmental regulations; and
Serves as a University representative to local, state, and national agencies and
organizations on issues regarding radiation, select agents, food and water, and other
public health issues.
6.
Units and Committees with Related Responsibilities

A.
The Office of Risk Management represents the University in interactions with external
agencies and providers relating to workers' compensation and coordinates the
University's return to work program.
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B.
The UW Police Department enforces criminal and traffic safety laws in order to protect
all members of the University community.
C.
The Office of Emergency Management supports and coordinates the University's

systems to prepare for, respond to, and recover from emergencies and disasters.
D.
Human Resources oversees personnel practices, including providing central support for
violence prevention programs.
E.
The Environmental Stewardship Committee (ESC) identifies long-term goals and

standards and monitors University progress toward environmental sustainability goals.
F.
The President's Advisory Committee on Enterprise Risk Management (PACERM) includes

members of the executive leadership of the University who prioritize the risk areas for
in-depth assessment, discuss key emerging risks, and report to the President annually
on the institution's risk map and recommended mitigations.
G.
The Compliance-Operations-Financial Council (COFi) brings together campus experts to

identify compliance and risk issues, ensures good information is available to the
University community, and recommends ways for interested parties to report problems.
March 30, 1977; March 1981; April 1994; March 8, 2013.
Page 404
B.
The UW Police Department enforces criminal and traffic safety laws in order to protect
all members of the University community.
C.
The Office of Emergency Management supports and coordinates the University's

systems to prepare for, respond to, and recover from emergencies and disasters.
D.
Human Resources oversees personnel practices, including providing central support for
violence prevention programs.
E.
The Environmental Stewardship Committee (ESC) identifies long-term goals and

standards and monitors University progress toward environmental sustainability goals.
F.
The President's Advisory Committee on Enterprise Risk Management (PACERM) includes

members of the executive leadership of the University who prioritize the risk areas for
in-depth assessment, discuss key emerging risks, and report to the President annually
on the institution's risk map and recommended mitigations.
G.
The Compliance-Operations-Financial Council (COFi) brings together campus experts to

identify compliance and risk issues, ensures good information is available to the
University community, and recommends ways for interested parties to report problems.
March 30, 1977; March 1981; April 1994; March 8, 2013.
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Signature Attesting to Compliance

By signing below, I attest to the following:
That Civil Engineering has conducted an honest assessment of compliance and has
provided a complete and accurate disclosure of timely information regarding compliance
with ABETs Criteria for Accrediting Engineering Programs to include the General
Criteria and any applicable Program Criteria, and the ABET Accreditation Policy and
Procedure Manual.
Judy Ramey, Interim Dean
Sigjature
Date
Page 406

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Department of Civil and Environmental Engineering

Figure D1: Department organizational chart

Asst. to the Chair

(R) = Research Faculty

(J) = Joint Faculty

Supply Chain Transportation

Public Info. Spec.

Updated April 25, 2013

Figure D2: University of Washington organization chart with College of Engineering

Vice President for

Senior Vice President for

Vice President for

Vice President & Vice

Vice President for

Senior Vice Provost

Vice Provost for

Vice Provost & Dean

Vice Provost for

Vice Provost for

Vice President for

Vice President for

Vice Provost for

Vice Provost for

Vice Provost for

Vice Provost for

College of Arts & Sciences

Daniel J. Evans School

School of Public Health

School of Social Work

Figure 1A-1: Historical admissions data

Program Prerequisites for Upper Division Admissions are:

Table 1A-2: Departmental Applications and Acceptance Data

Table 1A-3: Applications and Acceptance GPA Data

Figure 1A-2: Applications and Acceptance GPA Data

Figure 1A-3: Applications and Acceptance GPA Data

Conditional Application: There are circumstances in which an applicant is unable to

Monitoring Student Progress

Quarterly Progress Check:

UW IT (Craig Nomaguichi, Jill Yetman), UAA (Megan McConnell)

Table 1A-5: Enrollments by Student Category

Figure 1A-4: Enrollments 2006-2007

Programming and Advising for DFA students

Table 1A-6: AP Placement Credits

Employment projections (https://fortress.wa.gov/esd/employmentdata/reportspublications/occupational-reports/employment-projections).

Engineers, All Other

Electronics Engineers, Except Computer

Computer Hardware Engineers

Marine Engineers and Naval Architects

Avg. Annual Total

Table 2E-2: 2012-13 Visiting Committee Roster

Legislators, State Taxpayers

Departmental Advising Staff

Undergrad Ed. Committee

Departmental Advising Staff

Figure 2E-1: Program Educational Objectives Review Schematic

an ability to apply knowledge of mathematics, science, and engineering

an ability to function on multi-disciplinary teams

an ability to identify, formulate, and solve engineering problems

an understanding of professional and ethical responsibility

an ability to communicate effectively