Environmental Engineering Curriculum Evolution and Future Directions James Kilduff and Sim Komisar Department of Civil and Environmental Engineering Colloquium to Celebrate Fifty Years of Environmental Engineering Rensselaer Polytechnic Institute, March

Outline Curriculum objectives Drivers for change Recent changes New initiatives Long term issues

Objectives Prepare students to be involved global citizens –Develop a broad appreciation of key environmental issues and challenges Risk balancing, emerging contaminants, regulation –Recognize that engineering decisions have implications for public health, safety and welfare –Understand human nature and society as a basis for personal growth and an awareness of personal and professional responsibility –Be informed of current political, social, and economic issues

Objectives Provide a broad educational base –Foundation in math, physics, chemistry, biology, computing, and engineering principles –Humanities and social sciences: depth and breadth –Preparation for life-long learning Excitement of learning and discovery Professional practice Graduate education

Objectives Provide technical background in environmental engineering –Apply science and engineering principles to environmental engineering –Competence and literacy in problem solving Problem identification Problem formulation and specification Problem solution (analytical, numerical) Results interpretation –Ability to conduct laboratory investigations –Design!

Objectives Prepare students for engineering practice –Communication skills Writing, speaking, modern tools Technical and non-technical audience (public, clients) –Teamwork skills –Licensing –Ethics

Drivers for Change “4X4” Institute curriculum New Environmental Engineering faculty New Environmental Engineering facilities –Teaching laboratory upgrade “4X4” Institute curriculum phase out ABET

4x4 Institute Initiative ( ) Reduce credits: 134  128 –Enhance 4-year graduation rate –Improve competitiveness Develop and deliver 4-credit courses Impact –Reduce number of courses offered

4x4 Institute Initiative - Impact Reduce science credits –Comp Sci I, Organic Chem II, Physics III, Microbiology Reduce engineering credits – Material and Energy Balances, Embedded Control Combine courses –Fluid Mechanics + Heat Transfer –Dynamic Systems + Chemical Process Control

Core Engineering Initiatives (97-98) Introduction to Engineering Design –Sophomore design/build experience Professional Development –Archer Center for Leadership –H&SS course –Technical communications –Leadership training –Ethics

Environmental Engineering Initiatives (97-98) Introduction to Engineering Design –Environmental Engineering section Chemodynamics –Environmental Engineering thermodynamics –Replace Engineering Thermodynamics Physicochemical Processes –Replace Unit Operations Biological Processes –Replace Environmental Systems –Incorporate microbiology

Interaction with Chemical Engineering Reduction in courses delivered by Chemical Engineering department –Mass and Energy Balances (4x4) –Unit Operations (Faculty) –Environmental Systems (4x4, Faculty) –Air Pollution (Faculty) –Senior Laboratory (Environmental Engineering facilities) Current –Chemical Process Dynamics and Control –Fluid mechanics

New Initiatives - Core Engineering Discovery (pilot sections this year) –First year course/sequence –Hands-on learn by doing –Systems approach – “Engineering Method” –Drawing, modeling, computation Information technology (planned) –CAD –Technical Communications

New Initiatives – Environmental Engineering Environmental Geology (implemented – ABET directive) –Loss of Physical Chemistry Environmental Biotechnology (in development) –Institute initiative –Specific environmental course Information technology (tech elective) –GIS Common CE/ENVE Courses (planned) –Fluid mechanics –Hydraulics –Soils Engineering (Intro Geotech) Increase collaboration with ERTH (planned) –Geochemistry: inorganic, organic, isotope

Longer Term Issues New ways to incorporate Biotechnology, Information Technology, Nanotechnology New courses: –hazardous wastes, water resources, risk Chemistry! –Chem I,II  Chem Mat I,II  Chem I, Mat I Computing Overlap between grad and undergrad curricula Clear path for CE minor (and vice versa) Softer side: sustainability, ethics, policy Recruitment and class numbers –National trend Assessment Changing stakeholder needs –Feedback welcome!