Education for environmental engineering Conference to focus on integrated approaches, computers, design, and operation
C. Robert Baillod Michigan Tedmo[ogical University ffoufhton. Mich. 49931 ~
Environmental engineers and scientists often can reflect on their own educational experiences, both in school and in practice, and identify courses and lessons that were particularly useful. Moreover, we can all identify some areas in which we needed additional course work and others in which we would like recent graduates to have more competence. To put these retlections to use in improving the education of environmental engineers, the American Academy of Environmental Engineers and the Association of Environmental Engineering Professors (AEEP) sponsor education conferences at intervals of six to seven years. The fiilh such conferem will take place July 21-23, 1986, on the campus of Michigan Technological University in Houghton, Mich. It will focus on environmental engineering education at the advanced undergraduate and graduate levels. Special attention will be given to the M.S. degree as preparation
for research and professional practice. by the segment of the economy, society, Previous conferences were held at Har- or physical universe to which they a p vard University in 1960, at Northvest- ply. The second group tends to be based ern University in 1967, at Drexel Uni- broadly on several of the former but versity in 1973, and at the University of focused more on macroscopic probToronto in 1980. ‘lems. Analysis and design of complex The previous four conferences ex- systems are a hallmark of the environplored a range of issues in environmen- mental, industrial, civil, and other tal engineering education. A unifyhg broadly based engineering specialties. theme in these issues has been the emClearly, environmental engineering phasii on curricular and other educa- derives from many bodies of science tional needs in prepring graduats for and applies diverse principles to the enprofessional engineering practice and gineering of OUT surroundings. The poresearch. The first two conferences tential scope is large, and it follows that dealt with graduate education exclu- no single engineer could be competent sively, but by the time of the third and over the entire range of applications. fourth conferences, the problems and Therefore, if environmental engineers pr0spct.q of undergraduate programs are to be more than water and air polluwere becoming recognized as issues. tion control specialists, our system of Many of these issues revolve arcund education must allow for both specialidefining the terminology, scope, and zation and diversity. This was recogcontent of the environmental engineer- nized by the position paper on exceling curriculum. This is understandable lence in environmental engineering in light of the broad range of basic and education presented at the fourth conengineering science from which envi- ference. The authors said, “What is ronmental engineering derives. Some needed are steeples of excellence in enengineering specialties (chemical, elec- vironmental engineering education trical) are named by the body of science throughout the country . [the profrom which they derive; others (envi- grams] should not be encouraged to ronmental, industrial, civil) are named look alike, but rather should be encour-
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M)1~936W8610920-0432$01.5010 @ 1986 American Chemical Socisly i _
aged to define theii particular unique qualities and to build their strengths around this uniqnem.”
What, where, and who Environmental engineexing is that branch of engineering wncerned with the pmtection of humans from the effects of adverse environmental factors; the p d o n of the environment, both local and global, from the deleterious effects of human activities; and the hprovement of environmental quality for human health and well-being. The Accreditation Board for Engineering and T ~ u I o I ~(ABET) ~Y “Roster of Aomdited hgrams” lists seven undergradnate programs in environmental engheexing and an& seven undergraduateprogramsthatusethe word “enviromnenW in the.ii titles ( I ) . The roster also lists 10 accrediM Wuate program in environmental engineering and closely related fields. In 1980, pattcrson Listed27 universities that o & d baccaleureatemajors or de p,programs in enengi=ring (2). The 1984 AEEP Regkter of Environmental Engineering Graduate Progmdesaibesgladuatepgramsin environmental enginedng at 101 universities. Most of these programs are associated with other mgineering discip l i i , notably civil engineering. Basedonthesedata,itappearsthat North American education in en-mental easineering is conducted primarily at the graduate level at about 100 universities. About onaquarter of these schools also offer baccalaureate engineering d e w that feature a substantial environmental engineering major. The remaining programs offer undergraduatecoursc Wakinenvinnk mental mginedng as a part of other engin&riag degree curricula. Au to@er, there are about 2300 gradwe studem and 600 faculty involved.
Issues adaressea at conrerences on mnvilonmntal englneerlngeducation HM uniws@ isso Graduate w u m ; curricula and terminology Period of study and M.S. thesis requirement Accreditation of the M.S. degree
Northwestern Unhws& 1967 Rde of tha engineer and other professionals Chemistw biologx and social sciences in the curriculum Graduate curriculum tor research and professional practice Nonengineeringstudents in environmental engineering programs Accreditation of the pmfess’bnal curriculum .. . . ,, . .... .... ~ ‘r..r’
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