He earned his B.S. and Ph.D. degrees from the University of Missouri-Rolla (Missouri S T) and his M.S. degree in civil engineering from the University of Florida. He is a licensed professional engineer in California, Florida, Missouri, Illinois, and Indiana. He has held positions as an active duty Army officer, a senior civil engineer with a consulting firm, and the director of Missouri's Dam and Reservoir Safety Program. Since 1993, he has been at the University of Evansville, serving as department chair for the past 21 years. He continues to work as a consultant on projects involving the design and construction of new dams, modifications to existing dams, and the investigation of dam failures.

is Interim Dean of the College of Engineering and Computer Science at the University of Evansville. He earned his B.S. and Ph.D. degrees from the University of Missouri-Rolla and his M.S. degree in civil engineering from the University of Florida. He is a licensed professional engineer in California, Florida, Missouri, Illinois, and Indiana. He served on active duty in the Army (Officer-Corps of Engineers) and held positions as a senior civil engineer with a consulting firm and the director of Missouri's Dam and Reservoir Safety Program. Since 1993, he has been at the University of Evansville, serving as a professor, department chair, and interim dean. He continues to work as a consultant on projects involving the design and construction of new dams, modifications to existing dams, and the investigation of dam failures.

For the past 100 years, the professional engineer's (PE) license has been used by states to protect public safety and define the minimum knowledge needed to practice engineering, yet the debate continues about the importance of licensure, even within the engineering community. The debate has migrated into the political realm as local and state politicians question the importance and necessity of engineering licensure. One way to address this issue is to educate young engineers about licensure laws. The curriculums of fifty EAC-ABET accredited civil engineering programs in the United States were reviewed. Course requirements for a degree, capstone course descriptions, and professional topics courses that focus on licensure were examined. The survey revealed that fewer than half of the programs had a specific course focused on professional issues, most programs had a one-semester capstone course, and licensure was not a common topic in either the professional issues or capstone courses. As ASCE considers publishing a third edition of the Body of Knowledge (BOK), the profession should consider adding a new licensure outcome. A professional licensure outcome would influence both the cognitive and affective domains of an engineer's pre-licensure education and clarify that civil engineers must be knowledgeable of professional licensure laws and regulations prior to becoming a licensed professional engineer.

and chair of its Department of Mechanical and Civil Engineering. He received both his PhD and BS degrees in Civil Engineering from the University of Missouri Rolla and his MS degree from the University of Florida. He is a registered professional engineer in several states.

ABET's Criteria for Accrediting Engineering Programs for 2009-2010 defines Program Educational Objectives (PEOs) as "broad statements that describe the career and professional accomplishments that the program is preparing the graduates to achieve." The criteria further states that "each program for which an institution seeks accreditation or reaccreditation must have in place an assessment and evaluation process that periodically documents and demonstrates the degree to which these objectives are attained." 1 For EAC-ABET visits in 2007-2008, 36.7% of the engineering programs visited received a PEO related weakness at the conclusion of the visit. 2 In 2001, the Civil Engineering Program at the University of Evansville began surveying alumni electronically using a web-based system. Surveys were conducted biannually from 2001-2009, and response rates ranged from 67% to 78%. Survey questions were developed to assess the program's educational objectives (PEO) as required by EAC-ABET. The alumni survey provided the program with valuable direct assessment data such as the percentage of graduates working in specific civil engineering specialty areas, the percentage of graduates that are members of ASCE, the percentage that are registered professional engineers, and the number that have attended continuing education courses in the past 24 months, obtained a graduate degree, traveled outside the country, and are working for organizations that consider sustainable development in the design of public and private projects. The biannual alumni survey is administered by the faculty and staff in the program and conducted over a 60 day period during February and March of odd numbered years. The electronic survey is targeted to alumni within to 10 years of graduation and a link to the webbased survey is sent via electronic mail. At the conclusion of the survey period, the data is assembled anonymously, tabulated, statistically analyzed, and shared with the Civil Engineering Advisory Council (CEAC), a body that includes all four of the program's constituencies. The CEAC evaluates the data and provides input to the civil engineering faculty. The alumni survey results have been used to assess the program's PEOs and to drive curricular change, influence budget expenditures, and guide the content of senior design projects.