Civil Engineering

Undergraduate Civil Engineering Degree Program

Freshman Admission Requirements

Students must meet all the freshmen admission requirements of the University.

Transfer Student Admission Requirements

Transfer students must meet all the transfer admission requirements of the University.

Transfer students who have an A.A. degree are expected to have completed the following course requirements (deficiencies may be taken at FAU); see the Undergraduate Degree Requirements section of the  Catalog  for the required minimum grades.

Admission Requirements to the Degree Program

To be eligible for admission to the Bachelor's Degree in Civil Engineering Program, an applicant must satisfy the following criteria:

• Meet all the  freshmen  or  transfer  admission requirements of the University.
• Meet all  Pre-Professional Engineering Program  requirements (for admittance as of January 1, 2011).

Degree Requirements

The degree of Bachelor of Science in Civil Engineering will be awarded to students who:

1. Meet all general  degree requirements  of the University,
2. Complete the curriculum for the  B.S. in Civil Engineering, and
3. Take the Fundamentals of Engineering exam (the first of two exams necessary for professional licensure - contact the department for details).

The Accreditation Board for Engineering and Technology

The Accreditation Board for Engineering and Technology (ABET) is recognized in the United States as the sole agency responsible for accreditation of educational programs leading to degrees in engineering. The first statement of the Engineers' Council for Professional Development (ECPD, now ABET) relating to accreditation of engineering educational programs was proposed by the Committee on Engineering Schools and approved by the Council in 1933. The original statement, with subsequent amendments, was the basis for accreditation until 2000. The statement presented here is required of programs beginning in 2001. These criteria are called Engineering Criteria 2000 (EC2000).

Engineering education programs may be accredited at the basic or the advanced level; however, a program may be accredited at only one level in a particular curriculum at a particular institution. All accredited engineering programs must include "engineering" in the program title. To be considered for accreditation, engineering programs must prepare graduates for the practice of engineering at a professional level.

The ABET accreditation process is a voluntary system of accreditation that:

1. assures that graduates of an accredited program are prepared adequately to enter and continue the practice of engineering
2. stimulates the improvement of engineering education
3. encourages new and innovative approaches to engineering education
4. identifies these programs to the public.

The undergraduate Civil Engineering program is accredited by the Accreditation Board for Engineering and Technology (ABET) Engineering Accreditation Commission (EAC). The initial accreditation was October 1, 2002. The last accreditation visit for the undergraduate civil engineering program review was in the Fall of 2014.        The date of the next comprehensive review is Fall 2020.

  Visit the ABET Website

Undergraduate Mission, Objectives and Student Outcomes

Mission

The Civil Engineering program delivers the highest quality educational and research opportunities throughout the FAU service area and beyond and makes a significant contribution to the needs of a changing South Florida community.

1. Civil Engineering serves the technological needs of society, especially with regard to the constructed environment in South Florida. It produces a diverse population of engineers, each possessing a superior technical foundation and a rigorous liberal education. It creates new opportunities for the communities and industries of South Florida and beyond.
2. The faculty focuses on learning and research—the core competencies. Civil Engineering students are active learners motivated to serve society. Administrators and staff are stewards of the department’s self-governance, its role within the University and its support processes.
3. Through individual dedication, the faculty, administrators and staff contribute to the department’s group success. They value ethical behavior, critical thinking, innovation, individual responsibility, thoughtful risk taking, teamwork and leadership. They also value a balanced, holistic approach to life, in which the well-being of each member of the community has primacy. In this way, their actions educate at least as well as their words.

Program Educational Objectives

Within three to five years of graduation, civil engineering graduates are expected to exhibit the following professional characteristics:

• Practice civil engineering within the general areas of structural engineering, transportation engineering, geotechnical engineering, and water resources/environmental engineering in the organizations that employ them.
• Advance their knowledge of civil engineering, both formally and informally, by engaging in lifelong learning experiences including attainment of professional licensure, and/or graduate studies.
• Serve as effective professionals, based on strong interpersonal and teamwork skills, an understanding of professional and ethical responsibility, and a willingness to take the initiative and seek progressive responsibilities.
• Participate as leaders in activities that support service to, and/or economic development of, the region, the state and the nation.

Student Outcomes

• An ability to apply knowledge of mathematics, science, and engineering.
• An ability to design and conduct experiments, as well as to analyze and interpret data.
• 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.
• 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.
• The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context.
• A recognition of the need for and an ability to engage in life-long learning.
• A knowledge of contemporary issues.
• An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.