Environmental Engineering Courses Research Articles

Incorporating Inquiry-Based Laboratory Experiment in Undergraduate Environmental Engineering Laboratory

From fall 1999 to spring 2003, an introductory environmental engineering course was revised to include an inquiry-based “open” experiment for enhanced student learning. The students designed and conducted experiments to address a problem of their choice. The students’ experimental topics covered air, water, and soil quality and remediation. At the completion of the experiment each student completed a questionnaire that assessed the efficacy of the open experiments in enhancing student learning; 109 student responses were subjected to statistical analysis. Examination of the survey revealed the students’ belief that the open experiment aided in their understanding of basic and applied environmental concepts. Females in particular indicated that the open experiment enhanced their learning of basic concepts. Neither group size nor selection criteria impacted how well students worked within their groups. By utilizing open-ended questions in the survey, a significant portion of student responses indicated that...

Environmental Teaching in Higher Education

The scope, form and task of environmental education in Polish universities varies depending on the course of studies and the specialisation. In this paper, models of environmental education in different types of universities as well as their effect on undergraduates’ attitudes and knowledge are presented. The most comprehensive environmental programmes are offered by professional courses in environmental conservation, environmental engineering or sanitary engineering conducted at academic, technical and agricultural universities. Of the remaining university courses, life sciences have the richest environmental content; in other courses, environmental protection issues appear in the curriculum sporadically. It is necessary to enrich and modernise the environmental conservation curricula and, in particular, to include environmental education in the syllabuses of all university courses as a compulsory subject.

SOME EXPERIENCES WITH THE CONDUCT OF NORTHERN HEMISPHERE SUMMER ENVIRONMENTAL ENGINEERING AND MANAGEMENT SCHOOLS STAGED BETWEEN 1997 AND 2002 BY THE CHEMICAL DIVISION, SCHOOL OF ENGINEERING, AT THE UNIVERSITY OF QUEENSLAND, BRISBANE, AUSTRALIA, FOR AMERICAN AND JAPANESE UNDERGRADUATES

An account is given on International Northern Hemisphere Summer Schools in Environmental Engineering and Environmental Management held in the last six years by the Department of Chemical Engineering of the University of Queensland, Brisbane Australia. Details of the courses in Environmental Chemical Engineering, Industrial Wastewater Treatment, Cleaner Production and a Case Study on the Brisbane River and Moreton Bay are outlined. In addition, the field trips to the Cairns area of Tropical Far North Queensland undertaken by the visiting students are described. Costs to the students for attendance at these Summer Schools are given as are the credit arrangements for the students at their home universities. Finally, the various benefits to the students attending these schools are outlined.

Development of a web‐based mass transfer processes laboratory: System development and implementation

AbstractA web‐based environment is utilized as a means to introduce advanced mass transfer processes concepts in environmental engineering and science courses. System development and implementation is presented, including detailed descriptions of the techniques employed to link software written in high‐level computer languages such as C++ and FORTRAN to an internet‐based, user‐friendly graphical user interface for both program input and output. © 2003 Wiley Periodicals, Inc. Comput Appl Eng Educ 11: 25–39, 2003; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.10036

Tabletop Models for Electrical and Electromagnetic Geophysics

Tabletop models were created from common materials to demonstrate concepts in direct current electrical resistivity, self potential and electromagnetic geophysical methods. The models can be used as a laboratory exercise or as a classroom demonstration. Data profiles over the models are similar to those computed from equations and from field examples. The signals are generated with a function generator or battery and are measured with a digital multimeter. The experiment is greatly facilitated by using a multimeter that can be connected to the serial port of a computer. The tabletop models reinforce concepts learned in basic physics courses, introductory geology and geophysics courses, and in environmental engineering courses.

Water Quality Laboratory for Large Civil Engineering Classes

In New Zealand, civil engineering classes are getting larger every year, which means that innovative ways must be sought to enable an increasing number of students to fulfill the laboratory requirements of the degree. With respect to water quality laboratories in introductory environmental engineering courses, it is advocated that it is more important that a civil engineering student be able to interpret water quality data, rather than to be acquainted in detail with the actual mechanics of water quality tests. As such, this paper describes a water quality laboratory that allows the student to gain an appreciation of a water quality data set without necessarily becoming fully conversant with the routine water quality tests. The laboratory’s emphasis on data interpretation instructs students on the importance of examining data sets for patterns, correlations and/or potential errors, while at the same time providing a stimulating and active hands-on learning environment for both students and staff.

A CASE STUDY OF DNAPL REMEDIATION IN NORTHEASTERN BRAZIL

Aquifer restoration in the United States is recognized as a technically challenging objective when dense non-aqueous phase liquids (DNAPLs) are present [1]. In fact, only a few aquifers impacted by DNAPLs have been restored. Factors that have typically contributed to the lack of successful aquifer restoration include the chemical properties of the DNAPL, the physical properties of the aquifer, the absence of cost-effective technologies, and an incomplete or inaccurate development of a conceptual hydrogeological model for the site. In Latin America, environmental studies historically have been related to biological quality of surface water and groundwater. Recently, the U.S. and Canada have experienced an increased influx of foreign students and professionals interested in studying specialized courses in environmental engineering, or participating in conferences. This exposure to current topics has strengthened the awareness of these professionals regarding groundwater contamination from gasoline-derived compounds and chlorinated solvents. As a result of this increased awareness, Latin American hydrogeologists and environmental regulators have been able to recognize the potential problems that could result from DNAPL spills that may impact groundwater and have learned to approach them using locally available technology and resources. A case study of such an example is presented below.

Environmental technology education in Portugal: analysis and perspectives

The scope of the present communication is the current status of environmental engineering in Portugal. The different approaches concerning the environmental engineering courses available at undergraduate levels as well as some post-graduation studies are described. Furthermore, an analysis based on strengths, weakness, opportunities and trend issues regarding the environmental engineering profession in Portugal is presented.

The European Credit Transfer System (ECTS): introduction and practical experience at the Technical University of Denmark

The objectives and the core elements of the European Course Credit Transfer System (ECTS) are briefly described. ECTS is a tool to manage student mobility as it facilitates transparency, academic recognition, and commitment of the student and involved institutions. The impact on student mobility and teaching after implementation of ECTS at the Technical University of Denmark (DTU) is reported. The ratio of guest students attending advanced environmental engineering courses at DTU increased from 7 percent of class to almost 50 percent over a three-year period. The number of DTU students studying abroad was also affected by the implementation of ECTS in combination with DTU's additional internationalisation activities. In 1998 DTU achieved balance between the inflow and outflow of students.

Student Perceptions of Internet‐Based Learning Tools in Environmental Engineering Education

AbstractThe Internet provides an excellent framework for learning, communication, information exchange, and collaboration in engineering education. This existing electronic infrastructure was integrated into an undergraduate environmental engineering course in atmospheric physics and chemistry to foster discussion of course topics, peer evaluation, and collaborative learning. Four major Internet‐based learning tools were utilized to accomplish these objectives: 1) electronic copies of partial notes allowed students to remain engaged during class, 2) an electronic bulletin board enabled interactive discussion and peer evaluation of work, 3) multimedia assignments required students to retrieve information and direct their learning, 4) publicly accessible and peer‐reviewed Internet‐based term project reports provided motivation for quality and creative work. Student response to these new approaches was overwhelmingly positive, although preferences vary with learning style. While students assess many Internet‐based learning approaches as useful, conventional educational approaches are still viewed as important components to successful learning.

Treatment plant instructional modules based on SuperPro Designer ® v.2.7

Instruction in traditional unit operations courses in environmental engineering has been performed by stepping through the design and analysis of individual units. Since integration of these unit operations into treatment trains or an entire treatment plant is frequently computationally intensive, the use of professional quality software packages to perform this integration is highly desirable. Based on this need, the use of SuperPro Designer ® v.2.7 for instruction is presented. The characteristics of the program in the context of critical attributes necessary when considering professional quality software packages for educational purposes is discussed. Instructional modules developed based on the software package are described.

Distance Teaching of Environmental Engineering Courses at the Open University

SUMMARY In environmental engineering curricula, pollution abatement technologies are best taught taking a holistic approach to the environment, since the transfer of pollutants from one medium to another will not eliminate the problem. This paper describes two integrated distance-learning environmental engineering degree courses offered by the environmental engineering group of the Open University in the UK. Distance learning is reputed to be the most cost-effective way of acquiring knowledge and is an especially attractive continuing education tool for working professionals. This is exemplified by the number of distance-learning courses now offered by a variety of establishments covering a whole multitude of subjects.

Trends in Environmental Engineering Education

Summary Many higher education establishments are facing problems responding to increasing interest in environmental issues among students and employers. This paper outlines both the employers' perspective and the constraints facing educational establishments, as well as the problems associated with devising new courses in environmental engineering

Educational issues in environmental geological engineering

Abstract The educational implications of introducing environmental issues into engineering geology courses are discussed. It is suggested that there is a need for specialist courses in environmental geological engineering specifically designed for engineering geologists who intend to work in the environmental field. Such courses should introduce the various issues related to air, water and ground pollution; noise and vibration. The courses also need to deal with environmental planning issues such as risk assessment, hazard evaluation and the appropriate legislation. However, it is argued that the main focus of these courses should be the disposal or treatment of waste and the investigation and remediation of contaminated land and groundwater.

Renewal of a Flagging Environmental Engineering Program: Start at the Beginning

AbstractEnvironmental engineering is in popular demand with students and employers. Despite the demand, the environmental engineering program at the University of Missouri‐Rolla (UMR) had declined in recent years. A concerted effort is now being made to improve the attractiveness and quality of UMR's program, beginning with the introductory environmental engineering course offered by the Civil Engineering Department. An experimental section of the introductory course offered in the 1994 spring semester used a semester‐long design project, team exercises, field trips and imaginative demonstrations, active learning strategies, and extensive discussions of environmental engineering practice to improve student learning and interest. Results were encouraging. Students performed well and gave the course good evaluations; interest in the environmental program appears to be on the upswing.

TOWARDS WORLD‐BEST PRACTICE IN ENGINEERING EDUCATION

Abstract: As Australia struggles to become technologically competitive and to raise its productivity to international standards, several reports have suggested that such productivity depends critically on the existence of an appropriately structured and trained engineering workforce. As a result, engineering education at all levels has come under close scrutiny and rapid change in the period 1987–92. The scrutiny has come from governments, industry and from the engineering profession itself. Some of the changes are consequent to wider administrative changes in education; others are inspired by industry training needs; still others have been brought about by the engineering education community in order to attract more high‐quality students. The binary system of higher education has given way to a unified system. The state‐controlled TAFE colleges are being brought under national standards. In engineering education a new three‐year BTech degree is being promoted to fill the gap between two‐year associate diplomas from TAFE colleges and four‐year professional degrees from the universities, because of a serious shortage of para‐professional engineers in Australian industry. Recent reviews and reports on engineering education have called for rapid expansion at all levels and a greater variety of courses. The use of competency standards is spreading from the trade levels into the professions, including engineering, threatening some traditional concepts of university education. The government has funded three Advanced Engineering Centres, modelled on institutes in other countries. Quality in higher education is under discussion, bringing the concepts of total quality management and world‐best practice to teaching in the universities. Continuing professional education is being rapidly expanded by the Institution of Engineers, Australia. Many more women are now entering the engineering profession, attracted by the humanisation of engineering courses. Environmental engineering and combined degree courses are proving very popular. The level of technological awareness is being improved by bringing engineering students to assist in classes in primary and secondary schools. Cooperative education programs between universities and industry are proving attractive and effective.

A CAL approach to population dynamics†

Ecology is an integral part of the environmental chemical engineering course at Exeter University. In the second year, students are presented with some of the theories of the dynamics of laboratory and naturally occurring populations. To illustrate some of the aspects of the theory, two computer packages have been produced which augment laboratory experiments in which the effect of random variables on population processes can be explored. In one, a predator‐prey system, encounters between predators and prey are randomly generated. In the other, a set of separate communities of one organism are subject to random reproductive success, emigration rate and mortality. The lessons learnt while developing the programs are reported and the relevance of such packages for supportive teaching is discussed. † Presented at the Conference on Computers in Higher Education held at Lancaster University, 29‐31 March 1978.

Paper 16: Education in Architectural Environmental Engineering and Design

Present use of the term environmental engineering is examined, and the limits of architectural engineering are defined. Attention is drawn to the difficulties of the construction industry arising from lack of co-ordination between specialists, both at the design stages and on site. Educational developments with the aim of improving the situation are described, including first degree courses in Environmental Engineering at Liverpool and Strathclyde Universities, an M.Sc. course at Bristol, and a proposed C.N.A.A. Honours degree course at the National College. Stress is laid on joint project training, and the need for students from different but allied disciplines to come together at the conceptual stage of a design. What they necessarily do as professional men as members of a design team must begin at student level. Finally, examples are given of the modern trend towards greater academic integration.