About this program
The percent of our graduates who are either working or in a secondary education program six months after graduation (2016 Graduates from Quinnipiac Survey)
Employment of civil engineers is projected to grow 11 percent from 2016 to 2026, faster than the average for all occupations. (Bureau of Labor Statistics, 2017)
The median annual wage for civil engineers was $83,540 in May 2016. (Bureau of Labor Statistics, 2017)
Improving our world, from the ground up
As a civil engineer, you may one day oversee tunneling for a city’s new underground transit system, manage the construction process of multi-million dollar airports and convention centers, or advise government agencies on contaminated site cleanup. To help you find your place in such a diverse field, our program’s coursework gives you hands-on exposure in the five main sub-fields of Civil Engineering: structural, environmental, geo-technical, water resource and construction management.
Hands-on means active learning defined by design intensive classes and group projects that incorporate the latest software and outside professional collaborators. These are done both out in the field and in state-of-the-art facilities that mirror it, including a fluids lab complete with fully operational wind tunnel, an environmental workshop equipped for water analysis, and a fabrications lab that allows you to bring prototypes and mockups of your designs to life.
Our program is specifically structured to give students a head-start professionally. They intern and begin their careers at such prestigious engineering firms such as AECOM, Langan, and the Gilbane Development Company, and gain membership with professional societies such as the ASCE (American Society of Civil Engineers). Additionally, our experiential curriculum is specifically designed to prepare them for the FE (Fundamentals of Engineering) exam, taken during their senior year. The first of the NCEES exams, the FE exam represents the first major step toward Professional Licensure (PE) as a civil engineer.
Our civil engineering program is accredited by the Engineering Accreditation Commission of ABET, meaning it meets the highest standards of engineering education. Its innovative combination of modern theory, interdisciplinary field projects and powerful internships builds the foundation necessary to launch a rewarding career.
Strength under pressure
Civil engineering students perform a compression test on bowling balls that they constructed out of fiber-reinforced concrete. Made from a combination of concrete, glass and nylon fibers, the balls are more economical and less labor intensive to create, easier to transport and bowled just as straight as traditional ones. Nylon is also more malleable and easier to work with than conventional steel rebar.
Bring outside data inside the classroom
Our civil engineering faculty and students use weather stations located right on campus — an opportunity relatively unique. Most engineering programs lack access to data collected so close and both accessible and achievable in real time.
The weather labs monitor data captured by weather stations on our Mount Carmel and York Hill campuses. The 2-foot by 2-foot devices mounted about 6 feet above a couple of our residence halls collect solar radiation, air temperature, relative humidity, wind speed and direction, barometric pressure, and rain and snow amounts.
They came in handy recently during the 2017 solar eclipse, when the weather stations captured the variation in the levels of radiation as the moon eclipsed the sun.
Faculty dedicated to student success
Quinnipiac’s School of Engineering professors are committed to the personal and professional success of every student. While passionate scholars and accomplished in their own fields, teaching is the number one priority. Small class sizes, accessible professors and a close-knit community create the kind of supporting, enriching environment that is rare. We are personally invested in seeking ways to help our students develop into strong, certified, leading professionals.
Engineering students take experiential learning to the next level in the lab as well as the classroom.
Curriculum and Requirements
BS in Civil Engineering Curriculum
The program requires 130 credits as outlined here:
A minimum grade of C- is required to satisfy the prerequisites of all civil engineering courses having the CER designation.
|Foundations of Inquiry:|
|FYS 101||First Year Seminar||3|
|EN 101||Introduction to Academic Reading and Writing||3|
|EN 102||Academic Writing and Research||3|
|MA 265||Linear Algebra and Differential Equations||4|
|General Chemistry I|
and General Chemistry I Lab
|EC 111||Principles of Microeconomics||3|
|General Biology I|
and General Biology I Lab
|MA 151||Calculus I||4|
|MA 152||Calculus II||4|
|Humanities, Social Science, Fine Arts (3 classes; must be from two different areas)||9|
|Foundational Courses for Civil Engineering|
|MA 251||Calculus III||4|
|PHY 121||University Physics||4|
|PHY 122||University Physics II||4|
|Programming and Problem Solving|
and Programming and Problem Solving Lab
|Common Engineering Curriculum|
|ENR 110||The World of an Engineer||3|
|ENR 210||Engineering Economics and Project Management||3|
|ENR 395||Professional Development Seminar||1|
|Civil Engineering Courses|
|Fundamentals of Engineering Mechanics and Design|
and Fundamentals of Engineering Mechanics and Design Lab
|Mechanics of Materials|
and Mechanics of Materials Lab
|MER 310||Thermal-Fluid Systems I||3|
|CER 210||Infrastructure Engineering||3|
|CER 220||Civil Engineering Site Design||3|
|CER 310||Structural Analysis||3|
|Design of Reinforced Concrete|
and Design of Concrete Structures Lab
|CER 330||Fundamentals of Environmental Engineering||3|
|Introduction to Geotechnical Engineering and Foundation Design|
and Introduction to Geotechnical Engineering and Foundation Design Lab
and Hydrology/Hydraulic Design Lab
|CER 360||Construction Management||3|
|CER 445||Advanced Geotechnical Engineering and Foundation Design||3|
|CER 455||Advanced Environmental Engineering||3|
|CER 490||Engineering Professional Experience||1|
|CER 498||Design of Civil Engineering Systems||3|
|Select two Civil Engineering Electives||6|
|Technical Elective 1||3|
Includes any CER elective or a 200-level or higher MER, IER, SER, MA, BIO or CHE course with department chair approval.
Additional course details
Explore descriptions, schedule and instructor information using the Course Finder tool.
Enrollment and Graduation Data
- 2017-18: 62
- 2016-17: 59
- 2015-16: 36
- 2014-15: 26
- 2013-14: 13
- 2012-13: 3
Number of civil engineering program graduates
- 2016-17: 5
- 2015-16: 1, Inaugural Class
Educational Objectives and Student Outcomes
Graduates of the civil engineering program shall become successful professionals recognized for their:
- Resourcefulness in the application of new knowledge, tools, and technology to changing problems and circumstances in the natural and built environment;
- Communication of complex ideas and problems to a professional audience;
- Ethical behavior and capacity for finding engineering solutions that consider both the technical and social consequences of their work;
- Leadership, mentorship and contributions to their profession and community;
- Pursuit of intellectual, personal and professional development.
Upon completion of the civil engineering program students will have acquired:
- 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 multidisciplinary 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