Environmental Engineering Outcomes
The ENV program outcomes are that each graduate of the ENV program should be able to demonstrate:
a. an ability to apply knowledge of mathematics, science, and engineering to the analysis and design of environmental engineering systems:
With respect to mathematics, proficiency in calculus, differential equations and the application of probability and statistics in environmental engineering is required. In the sciences, understanding of the basic principles of physics, environmental chemistry, biology, and geology is required.
b. an ability to design and conduct experiments, as well as to analyze and interpret data through laboratory and field exercises:
The design and analysis of environmental engineering experiments is necessary in data acquisition for process design, and assessment of environmental quality. Many of the environmental engineering courses involve a laboratory component where collection, analysis, and interpretation of the acquired data are required.
c. an ability to design a system, component, or process to meet desired needs:
By its interdisciplinary nature, environmental engineering requires one to synthesize fundamental knowledge and tools in mathematics, science and engineering to create working systems. The environmental engineering design requirement covers the areas of water resources engineering, waste and wastewater transportation and treatment, solid and hazardous waste management, and air pollution control.
d. an ability to function on multi-disciplinary teams:
The environmental engineering program culminates in a required two-semester long senior capstone design course on an environmental engineering project. The intention of this course is to provide a reasonable simulation of design work and practical problem-solving that is required in the workplace. Once design problems have been identified, they are assigned to teams of 2-3 students. This team approach in working toward a solution also encourages students in each group to carry out different tasks such as engineering, economics, and social benefits. Many of the upper-level environmental engineering courses require group projects and presentations.
e. an ability to identify, formulate, and solve environmental engineering problems:
The focus of the environmental engineering program is engineering problem solving and course work covering topics in environmental systems and process modeling is required.
f. an understanding of professional and ethical responsibility as related to the practice of environmental engineering:
Issues of ethical and professional responsibility are covered throughout the environmental engineering program and also focused in a separate course (EGR 201 Engineering Professionalism & Ethics). Many environmental engineering courses provide special attention in the disciplinary contexts of solid and hazardous waste management, air quality management, water quality management and the capstone design course in Senior Projects.
g. an ability to communicate effectively through oral presentations and written reports:
Oral and written communication of engineering projects are integral components of many of the required engineering and non-engineering courses in the environmental engineering program with the final presentation being in the senior year capstone Senior Projects course. Students are required to have two oral presentation (OPO) experiences, which are satisfied by the Senior Projects courses. The students are required to take ENG 101 Composition and the EEES Department has an approved Writing Across the Curriculum (WAC) model.
h. the broad education necessary to understand the impact of engineering solutions in a global/societal context:
Technical and non-technical courses promote the examination of societal impact of environmental engineering practice. In upper-level courses, the students consider important issues such as sustainability, environmental and resource management, and energy conservation.
i. a recognition of the need for and an ability to engage in lifelong learning:
Opportunities such as participation by environmental engineering students in internships, cooperative education programs, design projects, summer employment, undergraduate research, professional societies/organizations, and other professionally related activities highlight the importance of continuous professional improvement. The ENV Program faculty members recognize that many states have a Continuing Professional Competency (CPC) requirement for P.E. registration thus making it necessary for students to be made aware of its importance in lifelong learning.
j. knowledge of contemporary issues that impact the practice of environmental engineering:
Core engineering and non-engineering courses encourage students to associate contemporary issues with their impact on the practice of environmental engineering. Contemporary issues related to the field of environmental engineering such as the Global Warming, Best Management Practices for stormwater, significance of Pollution Index to common citizens, etc. are presented to students in many of the junior and senior level courses in environmental engineering for student awareness and discussion. General Education Requirement courses such as in humanities and social sciences cover this issue on a broader scale mostly from a socio-political view.
k. an ability to use the techniques, skills, and modern engineering tools necessary for environmental engineering practice:
Since competency in the use and management of modern engineering computing techniques is essential in today’s environmental engineering practice, many of the required engineering courses and some technical elective courses utilize them (i.e., modern engineering computing techniques) without compromising on student learning of the basic engineering principles.