1. Synopsis: Workshop on Frontiers in Environmental Engineering Education James (Chip ) Kilduff Rensselaer Polytechnic Institute AEESP Meeting, Blacksburg VA July 28-Aug 1, 2007

2. Acknowledgments Sponsors Sponsors NSF, AEESP, AAEE, ASU (SoE, John Crittenden) NSF, AEESP, AAEE, ASU (SoE, John Crittenden) Planning Committee Planning Committee Michael Aitken, Patrick Brezonik (ex-officio), Michael Butkus, Chip Kilduff, Nicholas Clesceri, Raymond Hozalski, Loring Nies, Susan Powers Michael Aitken, Patrick Brezonik (ex-officio), Michael Butkus, Chip Kilduff, Nicholas Clesceri, Raymond Hozalski, Loring Nies, Susan Powers

3. Participants Arizona State University, Tempe, AZ Arizona State University, Tempe, AZ January 8-10, 2007 January 8-10, 2007 60 Attendees 60 Attendees Academia Academia Range of sizes and missions Range of sizes and missions Government (NSF, EPA) Government (NSF, EPA) Professional societies (AAEE, ASEE, NSPE, ASCE, AEESP) Professional societies (AAEE, ASEE, NSPE, ASCE, AEESP) Water and wastewater utilities Water and wastewater utilities Consulting engineers Consulting engineers

4. Workshop Objectives Identify “Body of Knowledge” outcomes Identify “Body of Knowledge” outcomes Identify ways to transform curricula Identify ways to transform curricula In response to Body of Knowledge In response to Body of Knowledge In response to new science and technology In response to new science and technology To bridge environmental literacy gap To bridge environmental literacy gap To improve recruitment To improve recruitment Identify ways to interact with practicing engineers Identify ways to interact with practicing engineers As input to curriculum change As input to curriculum change As participants in the educational process As participants in the educational process As “customers” As “customers”

5. Body of Knowledge (e.g., ASCE) Body of Knowledge (e.g., ASCE) Alternative: Competencies Alternative: Competencies Knowledge Knowledge Skills Skills Ways of thinking Ways of thinking Attitudes Attitudes Experience Experience Judgment Judgment Creativity Creativity May be taught, encouraged, nurtured, illustrated by example, etc. May be taught, encouraged, nurtured, illustrated by example, etc. Nomenclature Knowledge Understanding Application Analysis Synthesis Evaluation

6. Purpose of BOK - ASCE ASCE recognizes that changes in how (Civil) engineering is practiced must occur. That change is necessitated by: Globalization; sustainability; emerging technology; increased complexity, interdisciplinarity Development of an “aspirational” global vision Develop policies to move toward realizing this vision ASCE Policy 465: MS degree or equivalent is a prerequisite for licensure and professional practice Implement such policies in part by defining the BOK, which defines what is required Implement such policies in part by defining the BOK, which defines what is required to enter the practice of civil engineering at the professional level (licensure) Combines education and experience Combines education and experience

7. ASCE Vision Entrusted by society to create a sustainable world and enhance the global quality of life, civil engineers serve competently, collaboratively, and ethically as master: planners, designers, constructors, and operators of society’s economic and social engine, the built environment; stewards of the natural environment and its resources; innovators and integrators of ideas and technology across the public, private, and academic sectors; managers of risk and uncertainty caused by natural events, accidents, and other threats; and leaders in discussions and decisions shaping public environmental and infrastructure policy.

8. Purpose of BOK Provide a strong foundation for further development Provide a strong foundation for further development A guide for curriculum development and reform A guide for curriculum development and reform Create strong identity Create strong identity A guide for employers, future students, society A guide for employers, future students, society Define needs for Define needs for BS degree BS degree Licensure Licensure Lifelong learning Lifelong learning A mechanism to call for specific attributes, e.g., creativity and innovation A mechanism to call for specific attributes, e.g., creativity and innovation Enhance recruitment Enhance recruitment

9. Potential Pitfalls Is a BOK really necessary? Is a BOK really necessary? Should a more in depth discussion of who we are and where we are going precede BOK development? Should a more in depth discussion of who we are and where we are going precede BOK development? Much progress has been made in the absence of an explicit BOK; it should not move us backwards Much progress has been made in the absence of an explicit BOK; it should not move us backwards Resource constraints Resource constraints Faculty Faculty Faculty workload Faculty workload Support for new courses Support for new courses New evaluation criteria New evaluation criteria Perceived risk of constraining faculty and program creativity, independence of too prescriptive Perceived risk of constraining faculty and program creativity, independence of too prescriptive

10. Uniqueness of EnvEng Serve public welfare, health, and safety directly Serve public welfare, health, and safety directly Objectives: human and ecosystem health Objectives: human and ecosystem health Prevention, improvement, remediation Prevention, improvement, remediation Systems perspectives – interactions and interfaces Systems perspectives – interactions and interfaces Engineered system Engineered system Natural systems processes Natural systems processes Human systems and processes Human systems and processes Multi-media and their interfaces & interactions Multi-media and their interfaces & interactions Complex multi-scale systems Complex multi-scale systems Global perspective Global perspective Environmental ethics Environmental ethics Risk: environmental, reliability Risk: environmental, reliability “Systems of systems”

11. BOK Attributes Reflect our responsibility to address grand societal challenges for compelling intellectual and practical reasons Reflect our responsibility to address grand societal challenges for compelling intellectual and practical reasons Prepare students for an unknown future Prepare students for an unknown future Provide strong fundamentals Provide strong fundamentals Promote ability to apply principles to new problems Promote ability to apply principles to new problems Promote ability to exploit new opportunities Promote ability to exploit new opportunities Must build on a body of knowledge appropriate for all engineers Must build on a body of knowledge appropriate for all engineers May be achieved through some combination of BS degree, advanced degrees, experience, life-long learning May be achieved through some combination of BS degree, advanced degrees, experience, life-long learning

12. Flexibility Allow for multiple pathways to achieve BOK Allow for multiple pathways to achieve BOK BOK should allow for future growth in the field in ways that we can not imagine at this time BOK should allow for future growth in the field in ways that we can not imagine at this time Promote expansion into new areas Promote expansion into new areas BOK should provide a good foundation allowing career flexibility outside the field BOK should provide a good foundation allowing career flexibility outside the field

13. Breadth vs Depth Provide an appropriate balance between breadth and depth Provide an appropriate balance between breadth and depth In science, among engineering disciplines, and within environmental engineering In science, among engineering disciplines, and within environmental engineering To enable determination of impacts of solutions to engineering problems in a variety of domains To enable determination of impacts of solutions to engineering problems in a variety of domains Economy, public livelihood, human health, ecosystems, and function of the earth’s life support systems Economy, public livelihood, human health, ecosystems, and function of the earth’s life support systems

14. Professional Practice BOK should address competencies beyond those required to enter practice or pass PE exam BOK should address competencies beyond those required to enter practice or pass PE exam Professional practice one of but not the only “next step” in professional development Professional practice one of but not the only “next step” in professional development

15. Sustainability Framework Goods & Services Impacts Human (Social) System Natural (Eco) System Culture/behavior Policies, politics, law Industry/agriculture Economics Historical context Atmosphere Hydrosphere Lithosphere Biosphere

16. Resource Interactions and Feedback Natural Capital Social Capital Technological Capital Financial Capital Economics Natural Sciences (Environmental Science) Social Sciences & Humanities (Environmental Studies) Engineering & Applied Sciences (Environmental Engineering) Will Focht, Oklahoma State University

17. Systems Perspective and Analysis Human Systems Culture/behavior Policies, politics, law Industry/agriculture Economics Historical context Natural Systems Atmosphere Hydrosphere Lithosphere Biosphere Technical Environmental Engineering Systems Basic Math/Science Biology/Ecology Chemistry Physics Earth Science Stats/prob impacts uses Basic Engrg. Science Mass/energy/momentum Fluid mechanics Thermodynamics Computation Tools Fate and transport Risk / exposure Impacts/benefits analysis Industrial ecology Env. Chemistry

18. Skills communication experimentation computation teamwork project mgmt information mgmt Ways of Thinking systems thinking problem solving design critical analysis critical evaluation Attitudes role of technology in society ethics respect for diversity respect for democratic public service professional service sustainability Beyond the Foundation

19. Importance of Creativity Tough Choices or Tough Times, NCEE Commission on the Skills of the American Workforce Tough Choices or Tough Times, NCEE Commission on the Skills of the American Workforce

20. Education vs. Training Training  How to do Training  How to do Develop contextual skill for enhancing immediate productivity Develop contextual skill for enhancing immediate productivity Education  How to think and create Education  How to think and create Develop conceptual skill for thinking beyond the prevailing paradigm Develop conceptual skill for thinking beyond the prevailing paradigm Courtesy of Dom Grasso, J. Bordogna, NSF

21. Importance of a University Education Provides basis for creativity Provides basis for creativity Introduces students to Introduces students to Major kinds of knowledge Major kinds of knowledge Major forms of inquiry to develop new knowledge Major forms of inquiry to develop new knowledge Different means of analysis Different means of analysis Provides intellectual power Provides intellectual power Critical thinking Critical thinking Reasoned judgment Reasoned judgment Ability to engage in the great debates that define our times Ability to engage in the great debates that define our times Necessary for analysis and solution of complex problems Necessary for analysis and solution of complex problems

22. Conclusions Change drivers include globalization; sustainability; emerging technology; increased complexity, interdisciplinarity BOK should Provide a sustainability framework Promote systems thinking Promote creativity Provide a strong technical background while recognizing the importance of a university education