ABET - Self Study Report Syracuse University - LC Smith College of ...

ABET - Self Study Reportfor the DegreeBachelor of Science in Environmental EngineeringSyracuse UniversityL.C. Smith College of Engineering and Computer ScienceDepartment of Civil and Environmental Engineering151 Link HallSyracuse, New York 13244-1240June 28, 2011CONFIDENTIALThe information supplied in this Self-Study Report is for the confidential use of ABET and its authorizedagents, and will not be disclosed without authorization of Syracuse University, except for summary datanot identifiable to a specific institution.

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.2.2 Program Educational Objectives ...........................................................................................202.2.3 Consistency of Objectives with Institutional Mission ............................................................212.2.4 Program Constituencies ........................................................................................................212.2.5 Process for Revision of the Program Educational Objectives ...............................................222.3 STUDENT OUTCOMES .......................................................................................................................272.3.1 Student Outcomes ..................................................................................................................272.3.2 Relationship between Student Outcomes and Program Educational Objectives ...................272.4 CONTINUOUS IMPROVEMENT ...........................................................................................................312.4.1 Background ............................................................................................................................312.4.2 Assessment of Program Educational Objectives....................................................................312.4.3 Assessment of Student Outcomes ...........................................................................................352.4.4 Summary and Analysis of Assessment Data for Student Outcomes .......................................382.4.5 Continuous Improvement .......................................................................................................502.4.6 Additional Information ..........................................................................................................562.5 CURRICULUM ...................................................................................................................................592.5.1 Program Curriculum .............................................................................................................592.5.2 Course Syllabi ........................................................................................................................752.6 FACULTY ..........................................................................................................................................762.6.1 Faculty Qualifications ...........................................................................................................762.6.2 Faculty Workload ..................................................................................................................782.6.3 Faculty Size ............................................................................................................................802.6.4 Professional Development .....................................................................................................812.6.5 Authority and Responsibility of Faculty ................................................................................812.7 FACILITIES ........................................................................................................................................833

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.7.1 Offices, Classrooms and Laboratories ...................................................................................832.7.2 Computing Resources ............................................................................................................862.7.3 Guidance ................................................................................................................................872.7.4 Maintenance and Upgrading of Facilities .............................................................................872.7.5 Library Services .....................................................................................................................882.7.6 Overall Comments on Facilities ............................................................................................892.8 INSTITUTIONAL SUPPORT AND FINANCIAL RESOURCES ....................................................................902.8.1 Leadership .............................................................................................................................902.8.2 Program Budget and Financial Support ...............................................................................902.8.3 Staffing ...................................................................................................................................912.8.4 Faculty Hiring and Retention ................................................................................................912.8.5 Support for Faculty Professional Development .....................................................................923 PROGRAM CRITERIA ....................................................................................................................93Signature Attesting to Complianceat the end of the report4

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011List of TablesTable 1 Timeline for assessment and revision of educational objectives for the B.S. degreeprogram in Civil Engineering at Syracuse University. ............................................................ 26Table 2 Relationships between program educational objectives and student outcomes. .... 29Table 3 Attainment of program educational objectives in 2007-2009................................... 33Table 4 Attainment of program educational objectives, in January, 2011. ........................... 34Table 5 Student Outcome Assessment Scores from DAC evaluations for ECS 101. ............ 40Table 6 Student Outcome Assessment Scores from DAC evaluations for CIE 272. ............. 41Table 7 Student Outcome Assessment Scores from DAC evaluations for CIE 341. ............. 42Table 8 Student Outcome Assessment Scores from DAC evaluations for CIE 475. ............. 43Table 9 Plan of study for the B.S. degree in Environmental Engineering ............................. 60Table 10 Social science and humanities course groups. ......................................................... 63Table 11 Relationship between program educational objectives and courses. ..................... 64Table 12 Mapping of student outcomes to required and selected elective courses. .............. 67Table 13 Curriculum chart for the B.S. Environmental Engineering degree program. ...... 70Table 14 A summary of the credit hours of coursework ......................................................... 74Table 15 Profiles of full-time faculty ......................................................................................... 76Table 16 Profiles of adjunct faculty .......................................................................................... 77Table 17 Faculty workload summary ...................................................................................... 79Table 18 Instructional laboratory space ................................................................................... 84Table 19 Instructional computer clusters ................................................................................. 866

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Program Self-Study Report: Civil Engineering – 20111 BACKGROUND INFORMATION1.1 Contact InformationThe primary pre-visit contact person is:Chris E. Johnson, ChairDepartment of Civil and Environmental Engineering151 Link HallSyracuse UniversitySyracuse, NY 13244-1190Phone: 315-443-4425Fax: 315-443-1243E-mail: cejohns@syr.edu1.2 Program HistoryCourses in what is now considered civil engineering were offered at Syracuse University in1877 through the College of Liberal Arts. The L.C. Smith College of Applied Sciences wasfounded in 1901, bringing together programs in civil, mechanical and electrical engineering.In the 1940s the Department of Civil Engineering gained national prominence in the area ofphotogrammetry and aerial mapping. In the 1970s, the Department was an early proponent ofincorporating planning concepts into the civil engineering curriculum. The Bachelor ofScience degree program in Environmental Engineering was initiated in 1971, one of the firstbaccalaureate programs of its kind in the United States. Starting as a joint effort between theDepartments of Civil Engineering and Chemical Engineering, the program graduallymigrated under the umbrella of the civil engineering department, which was eventuallyrenamed the Department of Civil and Environmental Engineering in 1980.The Bachelors of Science in Environmental Engineering degree program sought accreditationunder the ABET2000 criteria in the 1999-2000 academic year. The broad-based (“a-k”)program outcomes that form the core of those criteria prompted a number of positive changesin the environmental engineering curriculum. In particular, concepts essential to professionalbehavior, such as ethics, life-long learning, and social awareness were more explicitlycovered. The freshman gateway course, ECS 101, was a particular target for introducingthese concepts at an early stage in the curriculum. Also, oral communications wereincreasingly incorporated into courses throughout the curriculum. The capstone senior designclass (CIE 475) has incorporated activities throughout the semester to prepare students forprofessional practice and life in the engineering workplace while maintaining its coreemphasis on a comprehensive technical design experience.Further improvements in the environmental engineering curriculum followed our most recentABET accreditation visit in 2005. The number of credit hours required has been increased byfour. Also, the social science and humanities electives are now more structured – students7

Syracuse University – Environmental Engineering Program - ABET Self Study – 20111.7 Actions to Correct Previous Shortcomings1.7.1 Review of 2005 Accreditation ReportIn our previous (2005) ABET accreditation report no weaknesses or concerns were cited forthe institution. There were four concerns identified for the environmental engineeringprogram, two of which were deemed to be resolved after the due process response. The fourconcerns identified in the report were:• Criterion 2: Program Education Objectives. The program objectives that were inplace at the time of the 2005 self-study and accreditation visit werephilosophically similar to program outcomes. As the accreditation report stated,the “educational objectives are primarily curricular in nature.” Also, the reportcommented that the GPA-based criterion used to assess attainment of theobjectives was “circuitous, as students cannot graduate without a 2.0 GPA.”• Criterion 3: Program Outcomes and Assessment. The accreditation reportidentified a concern regarding program outcome (h). The report acknowledgedthat “students conduct economic analysis and perform cost estimates on designprojects, but also commented that “there are no required economics courses” andthat the course syllabi did not indicate coverage of economics in required courses.• Criterion 5: Faculty. The accreditation report noted that there were only four fulltimefaculty with primary responsibility for teaching in the environmentalengineering program. The report also notes that, due to low enrollments,environmental engineering students take several courses that are dual-listed asgraduate courses. The report concluded that “the potential exists that the programwill not be in compliance with Criterion 5, which requires that the program havethe number and competency of faculty to cover all curricular areas.”• Criterion 8: Program Criteria. The accreditation report questioned whether theenvironmental engineering curriculum demonstrated proficiency in earth science,as required by the program-specific criteria in place at the time.1.7.2 Actions Taken to Address ConcernsIn the case of the concern regarding our program educational objectives, the faculty revisedthe objectives to reflect the desired attributes that graduates of the civil engineering programwould have 3-5 years after graduation. The assessment process was also revised to collectdata from alumni and employers rather than current students. These changes were madeimmediately after the ABET visit, and were judged to have been resolved in the due processresponse phase. Results from assessment data collection carried out since the 2005accreditation visit have been used in the intervening period to assess and revise theeducational objectives, as described in section 2.2 of this self-study document.The concern about the economics content of the civil engineering curriculum was partly theresult of poor documentation on the part of the Department. During the due process phase ofthe accreditation review, we provided further documentation of instruction in economic12

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011analysis throughout the curriculum. In addition, as part of our initiative to incorporatesustainability concepts in the curriculum, we developed a new, required sophomore-levelcourse in Civil and Environmental Systems, which includes an engineering economicsmodule. This concern was also deemed to be resolved in the final accreditation report. Thesocial science and humanities requirements in the curriculum have been structured to requirestudents to select at least one course from each of three groups. One of these groups,“Economics and Social Issues,” may be satisfied by taking ECN 203, an introductory coursein economics. In the classes of 2010 and 2011, 64% and 85% of graduates fulfilled thisrequirement by taking ECN 203 or other economics classes (Appendix F).The concern regarding faculty size was not resolved in the due process phase of the previousaccreditation. Since then, two additional faculty members have been added in theenvironmental engineering area, bringing the number of full-time faculty in the program tosix. At the time of this writing, we are also negotiating with a candidate for a junior-levelposition in treatment processes.Finally, the concern with our coverage of earth science in the environmental engineeringcurriculum was addressed by adding a required course in earth science to the curriculum.Environmental engineering majors are now required to take EAR 203 – Earth SystemScience, preferably in the sophomore year. EAR 101 – Introduction to Earth Science – isallowed as an alternative.1.8 Joint AccreditationThe Bachelor of Science in Environmental Engineering degree program is not jointlyaccredited with any commission other than ABET.13

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112 ACCREDITATION SUMMARY2.1 Students2.1.1 Student AdmissionsVice President for Enrollment Management, Don Saleh, oversees Admissions and FinancialAid for Syracuse University. The Dean of Undergraduate Admissions is Dr. Maurice AlvinHarris. The Associate Vice President for Financial Aid programs is Youlonda M. Copeland-Morgan. LCS enjoys an excellent working relationship with the leadership and staff of theOffice of Admissions. The Dean of LCS meets on a regular basis with the University’senrollment management leadership team to review enrollment targets, set admissions criteria,and develop recruitment strategy. The staffs of the Admissions Office and the Financial AidOffice implement these strategies in collaboration with Kathleen M. Joyce, the LCS AssistantDean for Student Recruitment. Our Assistant Dean provides an engineering-specific contactto all prospective and admitted students, and is responsible for all College-specific recruitinginitiatives such as Fall and Spring Receptions for prospective applicants, an annual OpenHouse for admitted students, and an annual recruiting event to promote women inengineering programs. While the LCS Assistant Dean and her staff meet regularly with theAdmissions Office staff and participate in the review of student applications, final admissionsdecisions are made by the Admissions Office.The general criteria for admission to the first-year class of the LCS in engineering programsare as follows:a) A strong college preparatory curriculum in secondary school including (but notlimited to):• 4 years of mathematics including pre-calculus,• 4 years of science including chemistry and physics,• 4 years of English,• 3 years of social studies, and• 2 years of a language other than English.b) Strong performance in secondary school with enriched, honors, or AP courses.Generally, students perform with a “B+” average or better.c) Completion of the Scholastic Aptitude Test (SAT I) or the American College Test(ACT). These standardized test scores are evaluated in conjunction with otherfactors and are not a primary determinant of admission.d) Recommendations from a secondary school guidance official and two teachers.e) A personal statement.f) A record of involvement in extracurricular activities, including evidence ofleadership potential.g) A record of good citizenship.14

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Because all applicants are reviewed individually, there is natural variation in qualifications ofadmitted students. In particular, the College and Admissions Office strive for a balancedclass that is diverse along many axes including gender, race, and geography. Admission tothe College is selective to ensure that all admitted students are prepared for the rigorousdemands of the academic programs.Admission is granted directly to LCS without regard to program of study. While manystudents (approximately 80%) do declare a specific LCS major before first-semester classesbegin, there is no requirement to do so until the end of the first year of study. There are nospecial requirements for admission to upper-division courses beyond the natural progressionof prerequisites.2.1.2 Evaluating Student PerformanceStudent performance in courses is evaluated according to an A-F system with plusses andminuses: A, A-, B+, B, B-, C+, C, C-, D, F. The grade point average (GPA) is computed on afour-point scale, with the following assignments:A: 4.0 B+: 3.33 C+: 2.33 D: 1.0 F: 0.0A-: 3.67 B: 3.0 C: 2.0B-: 2.67 C-: 2.67The GPA is computed as a weighted average, based on credit hours.A one-page curriculum summary sheet, which outlines the degree requirements for theprogram, is placed in each student’s academic folder. Each semester, students meet with theiradvisors to go over their progress and plan their coursework for the following semester andbeyond. The advising meeting is enforced by placing an “advising hold,” which prevents thestudent from registering for the following semester. The advising hold is removed after astudent meets with the advisor. Prerequisites for upcoming courses and the consequences ofnot meeting the prerequisites are covered during the advising session. Student transcripts areavailable online to students and their advisers. Also available are various tools such as a GPAcalculator that allows students/advisors to make “what-if” analyses. The university istransitioning to electronic enforcement of course prerequisites, starting with math andpsychology courses. We expect other departments (including those in LCS) to follow asproblems encountered in the initial trial are corrected.At the end of the semester, students who are not making good progress towards their degreerequirements are reviewed by an academic committee consisting of the senior associate deanfor academic affairs, the program director, and the director for student records. The academiccommittee may place students on various levels of academic probation and give themperformance targets to meet in specific courses to be cleared of probation.2.1.3 Transfer Students and Transfer CoursesTransfer students from other institutions are admitted under the following guidelines:a) Courses must be taken in a resident program of an institution accredited by theappropriate accrediting institution and/or ABET.15

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011b) A cumulative grade-point average of 2.5/4.0 is required.c) At least one year of calculus should have been completed.d) One year of calculus-based physics or one semester each of physics and chemistryshould have been completed.e) No grade less than “C” in the mathematics, science, and engineering coursescompleted.Transfer credit is approved by the Associate Dean for academic affairs of LCS in consultationwith departmental representatives. Only courses that meet curricular requirements aretransferred. Grades earned for courses do not transfer, only credit hours on a one-to-one basisare transferable. Matriculated LCS students may also transfer credits from other institutions(e.g., individual courses taken in the summer) under similar guidelines: courses must be takenat an accredited institution; credit is granted only for courses completed with a grade of “C”or higher; only the credit is transferred, not the grade; and the course must be approved by theadvisor and the Associate Dean in advance.Syracuse University and LCS have relationships with a large number of community collegesand two-year technical schools within and outside New York State. Articulation agreementsare in place with the engineering science programs in the following ten community colleges:Corning, Georgia Perimeter (GA), Hudson Valley, Jamestown, Mohawk Valley, Monroe,Onondaga, Queensborough, San Diego Mesa (CA), Oakton (IL). Students who complete thearticulated coursework in their community colleges can transfer to LCS as juniors, andgraduate in two years.Intra-University transfers (“IUT's”) begin with a petition by a Syracuse University student totransfer into LCS. The Associate Dean for academic affairs reviews each petition and thepetitioner's academic record at Syracuse University. The target SU grade-point average is3.0, and the student must have successfully completed at least one calculus course and onescience course with grades of B or better to demonstrate that they can succeed in the rigorousacademic programs in LCS. Students on the borderline are often encouraged to takeadditional math and science courses (before petitioning again) to clearly demonstrate theircapabilities.2.1.4 Student AdvisingAdvising and career guidance takes place in a variety of formal and informal settings. Themost formal advising occurs each semester, when students meet with their advisors to goover their progress and plan their coursework for the following semester and beyond. Theadvising meeting is enforced by placing an “advising hold”, which disallows registering forthe following semester. The advising hold is removed after a student meets with the academicadvisor. While earlier advising meetings may concentrate on course work, academic options,selecting a major (for undeclared students) and how to succeed academically, as studentsprogress in their curriculum more time is devoted to career guidance.First-year students in LCS are advised by two professional advisors. Once a student hasachieved sophomore standing, a faculty advisor is assigned from the chosen program of16

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011• Students must attain a minimum cumulative grade point average of 2.00/4.00 forall courses.• Students must also attain a 2.00/4.00 grade point average in all mathematics,science, and engineering courses taken at Syracuse University.Students are led through these requirements with the help of obligatory academic advising,and the graduation requirements are enforced through a strict degree auditing process,described in the following paragraphs.Every semester student progress is monitored by academic advisors, and courses arerecommended for the following semester. Students are not allowed to register for classesuntil they meet with their advisors and their “advising holds” are lifted.A preliminary degree audit is completed prior to or during the first semester of each student'ssenior year. The program director (or department chair) is responsible for performing thedegree audit, which indicates the specific courses that must be completed for fulfillment ofthe academic program of study. The courses are typically categorized as “this semester” and“next semester” on the audit so that the student understands what is required to graduatewithin one academic year. The audit is done by comparing the student's academic record on acase-by-case basis (including AP and transfer courses) with the appropriate curriculum sheetfor the student's program of study. A copy of the degree audit is sent to the student and one isplaced in the student's folder for advising and record-keeping purposes. (Copies of blank andcompleted degree audit forms will be available for review at the time of the on-campusevaluation.)Following the final semester of study, the academic record of each candidate for thebaccalaureate degree is compared on a course-by-course basis with the curriculum sheet inforce for that student by the Associate Dean. Only courses taken at Syracuse University,transferred from acceptable institutions, or passed by means of advanced credit examinationscan be used to meet degree requirements. Any substitutions for required courses must have anapproved petition on file. The Associate Dean certifies completion of degree requirements ona form remaining in the College files and also on a master record supplied by the Office ofthe Registrar. It is from the latter record that actual diplomas are prepared and distributed.2.1.7 Transcripts of Recent StudentsTranscripts will be provided for ABET visitors upon request.18

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.2 Program Educational Objectives2.2.1 Mission StatementSyracuse University’s mission is encapsulated in the following vision statement(http://www.syr.edu/about/vision.html):Syracuse University is driven by its vision, Scholarship in Action—a commitment to forging bold,imaginative, reciprocal, and sustained engagements with our many constituent communities, localas well as global. We construe SU as a public good, an anchor institution positioned to play anintegral role in today’s knowledge-based, global society by leveraging a precious commodity—intellectual capital—with partners from all sectors of the economy: public, private, and non-profit.Each partner brings its strengths to the table, where collectively we address the most pressingproblems facing our community. In doing so, we invariably find that the challenges we face locallyresonate globally.We understand that this represents an expansive definition of the role of a university, but as theKellogg Commission has observed, it is incumbent upon universities today "to reshape our historicagreement with the American people so that it fits the times that are emerging instead of the timesthat have passed.” Today, in a world in which knowledge is paramount, we believe that we bestfulfill our role as an anchor institution in our community when:• We educate fully informed and committed citizens;• We provide access to opportunity;• We strengthen democratic institutions;• We create innovation that matters, and we share knowledge generously;• We inform and engage public opinion and debate; and• We cultivate and sustain public intellectuals.Serving the public good in these ways pervades our daily decision making and connects us not justwith our immediate community, but with communities throughout the world. These connectionsvividly demonstrate for our students, faculty, staff, and community members what it means to bean educated, responsible citizen in the 21st century. However, we also know that our outwardlookingengagements yield new forms of scholarship and new scholarly arrangements, propellingus forward as an academic institution. Thus, by stretching the boundaries of our campus, we notonly create innovations that matter, but we test our notions of who is a scholar and whatscholarship is, while preparing students for the world in the world.The mission of the L.C. Smith College of Engineering and Computer Science (LCS) is:“To promote learning in engineering and computer science through integrated activities inteaching, research, scholarship, creative accomplishment and service.”The mission of the Civil and Environmental Engineering (CIE) Department is:“To promote learning and the creation, dissemination and application of knowledge in Civil andEnvironmental Engineering through integration of teaching, scholarship and service.”The CIE Department mission was drafted in 1998 to complement the University and theCollege mission statements. All three mission statements emphasize the importance ofteaching, scholarship and service in the promotion of learning. The CIE Department missionstatement has undergone periodic review by the faculty, the Student Advisory Council, andthe CIE Advisory Board.19

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.2.2 Program Educational ObjectivesThe environmental engineering curriculum prepares students for lifetime careers asproductive and innovative engineers in a rapidly changing world. Our students learn thebasics of problem-solving in required mathematics, science, and engineering courses andlearn the fundamentals of environmental science and engineering in upper level courses andtechnical electives. All students have the opportunity to broaden their academic experienceand strengthen their preparation for life-long learning by taking courses from a broadspectrum of programs across the university, including economics, public affairs, geography,management and many others. Students enrolled in our programs become proficient invarious computer software applications, engage in structured oral and writtencommunication, work in teams to complete laboratory, field, and design assignments, andengage in laboratory and field data acquisition and interpretation. We believe that thesecurricular elements and the associated coursework prepare our students for successfulengineering careers, graduate study in engineering, or professional study in a variety of fieldssuch as law, management, and public administration.Our program educational objectives are statements that define the characteristics that weexpect our graduates to display 3-5 years after graduation. While the educational experiencesour students have at Syracuse University lie at the heart of the attainment of these objectives,their experiences after graduation solidify and build upon the traits we desire for ourgraduates. The educational objectives of the B.S. degree program in EnvironmentalEngineering are to produce graduates who:1. … apply technical knowledge and problem-solving skills to advance their careers.2. … apply technical knowledge and problem-solving skills to serve their community,society, and profession.3. …are prepared for engineering practice and advanced studies in civil/environmentalengineering.4. … engage in life-long learning to keep themselves abreast of new developments intheir fields of practice or study.5. …are capable of effective written and oral communication.Program educational objectives were first developed by the CIE faculty in 1998 with inputfrom members of the College Advisory Board. They have been revised periodically inresponse to assessment findings, and to incorporate feedback from alumni, employers, andthe CIE Advisory Board. Major modifications to the program educational objectives weremade in response to concerns expressed during the 2005 ABET accreditation process (seesection 1.7 above). More modest changes, made in 2011, are described in section 2.2.5.3below.The educational objectives of the B.S. in Environmental Engineering degree program can beeasily reached by the public through the department’s web page. The direct link is:http://lcs.syr.edu/documents/2006/11/27/CIE_MissionGoalObjectives_and_Outcomes.pdf20

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011To reach this link from the department’s web page:http://www.lcs.syr.edu/academic/civilenvironment_eng/index.aspx,select ‘Undergraduate Programs’ from the list at the left side of the page. On the ensuingpage, there is a direct link to the mission, program educational objectives, and outcomes (seescreen shot below).2.2.3 Consistency of Objectives with Institutional MissionThe mission of Syracuse University is captured in the theme of Scholarship in Action.Scholarship in Action emphasizes the connections between campus and community, “notjust…our campus community, but…communities around the world.” An education inenvironmental engineering is, almost by definition, an experience in Scholarship in Action.Environmental engineers use their knowledge and problem-solving skills to addressenvironmental issues in communities ranging from local to global. The educational objectivesof the B.S. degree program in Environmental Engineering are consistent with the Scholarshipin Action vision. The environmental engineering program employs classroom teaching,experiential learning, design activities, and optional service activities to develop life-longlearners who have strong technical and communications skills, key qualities of scholarshipwhich our graduates place in action to serve society.2.2.4 Program ConstituenciesThe significant constituencies of the program have been identified as:• Students (current and former).21

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011• Employers.Our students are our primary constituency. Our program is aimed toward providing ourstudents with knowledge and skills that enable them to embark upon successful engineeringcareers, undertake graduate studies, or contribute to society in other ways. For this reason, weconsider both current and former students as part of the student constituency. On average,about 80-85% of our students enter the workforce, and about 15-20% enroll in graduate andprofessional schools after graduation. Considering the high percentage of our graduates whoenter the workforce, employers of our graduates are also an important constituency.The field of environmental engineering is constantly evolving. New environmental issues,new analysis and design tools, as well as innovative treatment methods are constantly beingintroduced. Students must be prepared for this dynamic environment with sound fundamentalknowledge and skills, and with a commitment to life-long learning. Civil and environmentalengineers, perhaps more than other engineers, are called upon to present and defend designalternatives in various forums ranging from internal reviews to public hearings and planningboard meetings. Good written and oral communications skills are therefore essential tosuccess as a civil or environmental engineer.The educational objectives of the environmental engineering program meet the needs of ourstudent constituents by addressing the need for solid technical knowledge and soundproblem-solving skills that will prepare them for professional practice or advanced study(Objectives 1, 2 and 3). Objective 2 specifically addresses the core professional value ofservice to society and profession that we believe all environmental engineers should embrace.Objective 4 expresses the need for life-long learning, while objective 5 addresses thenecessity for environmental engineers to develop effective communications skills.The employers of our graduates need young engineers who are technically capable (objectives1 and 2), good problem solvers (objectives 1 and 2), committed to self-improvement throughlife-long learning (objective 4), and capable of effective oral and written communication(objective 5). Our educational objectives are consistent with all of these key competencies.2.2.5 Process for Revision of the Program Educational Objectives2.2.5.1 BackgroundThe process for setting and revising the program educational objectives is a continuousprocess that involves our core constituencies. The original set of educational objectives wasdeveloped in 1998 by the program faculty in consultation with the CIE Advisory Board to bein line with the general and program-specific criteria in place at the time. In our last ABETaccreditation review (2005), the program educational objectives were deemed to be a concernbecause they were philosophically similar to program outcomes, reflecting skills that studentswere expected to learn while in the program rather than characteristics of graduates sometime after graduation.To address the concern raised in the 2005 ABET review, the faculty, in conjunction with theCIE Advisory Board, developed new educational objectives for the B.S. degree programs in22

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011civil and environmental engineering. The four new objectives were designed to reflect keydesired traits for graduates of the programs 3-5 years after graduation. In the followingsections, the processes used to establish and review the program educational objectives areoutlined, the results of assessment are discussed, and the changes made to the programeducational objectives since the last ABET visit are presented.2.2.5.2 Assessment and Revision ProcessThe educational objectives of the B.S. degree program in Environmental Engineering areformally established by majority vote of the full-time faculty of the Department of Civil andEnvironmental Engineering.The assessment and revision of program educational objectives involves feedback from ourconstituents in the form of surveys and formal meetings. The assessment loop is shownbelow in Figure 2. On a cycle of approximately three years, an alumni survey is conducted toassess the current educational objectives. In the survey, alumni are asked to rate theirattainment of the objectives.The following attainment criterion has been established to assess whether or not programeducational objectives have been attained:A program educational objective will be considered to have been attained if 80%or more of alumni respondents select “moderate,” “high,” or “extremely high”attainment for that objective.The CIE Department Chair then discusses the survey results with the CIE Advisory Board,which is composed primarily of practicing civil and environmental engineers who holdleadership positions in their firms (see section I.D above). The CIE Advisory Boardrepresents the employer constituency in the assessment process. The Department also sent thealumni survey to employers to get their feedback. However, the response rate from employershas been very low (N=4) in a survey administered in 2007-2009. The Advisory Board istherefore the principal voice of the employer constituency.After meeting with the Advisory Board, the Chair brings the survey results to the departmentfaculty, who discuss the results and determine (a) whether the program objectives need to berevised; and (b) whether curricular changes are necessary to improve the attainment of theobjectives. After voting on these matters, the assessment loop is complete until the nextsurvey cycle.23

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Figure 2 Assessment loop used to assess and revise program educational objectives. The N valuesshown reflect the response rates for two alumni surveys and one employer survey. We received 72alumni responses to a survey administered using Survey Monkey in 2007-2009. Four employersresponded to the same survey. A later survey, administered by the LCS Dean’s Office in 2011, resultedin 38 respondents.2.2.5.3 Results of Assessment since 2005 ABET AccreditationThe educational objectives of the B.S. degree program in Environmental Engineering havebeen modified twice in the period since the 2005 ABET accreditation review. Those changesare reviewed below. A detailed examination of the assessment results that led to the changedis included in section 2.4.2 (Continuous Improvement – Assessment of Program EducationalObjectives).The objectives that were in place at the time of the 2005 accreditation review were skillsbasedand philosophically similar to student outcomes. The final report from thataccreditation visit identified this as a concern (see section 1.7.2 above). In response to thatconcern, the faculty, in consultation with the CIE Advisory Board, drafted a new set of fourprogram objectives:The educational objectives of the B.S. degree program in Environmental Engineering are tograduate students who:1. …can apply technical knowledge and problem-solving skills to advance their careersand serve their communities.2. …are prepared for engineering practice and advanced studies in civil/environmentalengineering.3. …will engage in life-long learning to keep themselves abreast of new developmentsin their fields of practice or study.24

Syracuse University – Environmental Engineering Program - ABET Self Study – 20114. …are capable of effective written and oral communication.With these new objectives in place, the Department has used the results from two alumnisurveys and one employer survey to assess the attainment of the program educationalobjectives and consider modifications. The first survey was administered from 2007-2009 toalumni and employers by the Department using Survey Monkey, a survey web site.Alumni participation in the survey was solicited by e-mails from the Chair. A hyperlink to thesurvey was included in the e-mail, which went out to all alumni for whom we had e-mailaddresses.A second alumni survey was conducted in January, 2011. This survey was organized by theLCS Dean’s Office, with each department customizing its own questions. This surveyfocused on alumni who graduated between 2006 and 2010, the cohort that the programeducational objectives are meant to characterize. The results of the alumni surveys werediscussed with the CIE Advisory Board as part of our assessment loop (Figure 2).The Advisory Board concluded that the program educational objectives were being attainedby alumni of both the civil and environmental engineering degree programs. The AdvisoryBoard also considered the effectiveness of the objectives themselves, with an eye towardspotential changes that might be worth considering. The Advisory Board felt that objectives 2,3 and 4 were fine as currently written. However, they suggested that the use of the word“community” in objective 1 was too narrow, and suggested using “society” to reflectcommunities ranging from local to global. They also questioned whether the phrase“advance their careers” was appropriate, since some graduates may not be motivated bytraditional career advancement goals. The Board suggested the revision of objective 1 to read“…apply technical knowledge and problem-solving skills in their professional lives and inthe service of society.”The assessment results and the comments of the Advisory Board were brought to the facultyfor discussion. Minor wording changes were made to clarify that the objectives apply tograduates of the programs. Furthermore, the faculty agreed with the Advisory Board thatobjective 1 could be expanded beyond “serve the community.” Three service goals wereidentified for our graduates – to serve their communities, to serve society, and to serve theirprofessions. The faculty voted to revise program educational objective 1 by splitting it intotwo objectives (now objectives 1 and 2):The educational objectives of the B.S. degree program in Environmental Engineering are toproduce graduates who:1. … apply technical knowledge and problem-solving skills to advance their careers.2. … apply technical knowledge and problem-solving skills to serve their community,society, and profession.A timeline depicting the processes and actions taken to assess and revise our programeducational objectives is shown in Table 1.25

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 1 Timeline for assessment and revision of educational objectives for the B.S. degree program in Civil Engineering at Syracuse University.Date Fall 2005 Spring 2006 Summer 2006 Spring 2007 –Summer 2009Fall 2010 Winter 2011 Spring 2011Process/ ActionABETreviewidentifiesprogrameducational objectivesas aconcern.Programeducationalobjectivesrewritten toemphasizecharacteristics thatgraduates areexpected to have3-5 years aftergraduationABET finalreport deemsconcern to beresolved.Alumni andemployer surveyconducted throughSurvey MonkeyCIE Advisory Boardconsiders results ofalumni andemployer surveys,and suggestschanges toprogrameducationalobjectives.Alumni surveyconducted by LCSDean’s Office.CIE faculty reviseprogram educationalobjectives in light ofassessment resultsand advice of AdvisoryBoard.26

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.3 Student OutcomesIn this Section, we describe the student outcomes for the B.S. degree program inEnvironmental Engineering and the relationship between the student outcomes and theprogram educational objectives.2.3.1 Student OutcomesThe student outcomes for the environmental engineering program are the (a) through (k)outcomes specified in the 2011-2012 Criteria for Accrediting Engineering Programs. Theprogram faculty have not added any additional outcomes.At the time of their graduation, our students should have acquired:a) An ability to apply knowledge of mathematics, science, and engineering.b) An ability to design and conduct experiments, as well as to analyze and interpretdata.c) An ability to design a system, component, or process to meet desired needs withinrealistic constraints such as economic, environmental, social, political, ethical,health and safety, manufacturability, and sustainability.d) An ability to function on multi-disciplinary teams.e) An ability to identify, formulate, and solve engineering problems.f) An understanding of professional and ethical responsibility.g) An ability to communicate effectively.h) The broad education necessary to understand the impact of engineering solutionsin a global, economic, environmental, and societal context.i) A recognition of the need for, and an ability to engage in life-long learning.j) A knowledge of contemporary issues.k) An ability to use the techniques, skills, and modern engineering tools necessaryfor engineering practice.The student outcomes for the Environmental Engineering degree program can be easilyreached by the public through the department’s web page. The direct link is:http://lcs.syr.edu/documents/2006/11/27/CIE_MissionGoalObjectives_and_Outcomes.pdfTo reach this link from the department’s web page:http://www.lcs.syr.edu/academic/civilenvironment_eng/index.aspx,select ‘Undergraduate Programs’ from the list at the left side of the page. On the ensuingpage, select the hyperlink ‘ABET Objectives and Outcomes’ (see screen shot on page 21).2.3.2 Relationship between Student Outcomes and Program Educational ObjectivesThe curriculum, program educational objectives and student outcomes are closely related.This tripartite relationship is shown schematically in Figure 3.27

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Figure 3 Schematic relationship between program educational objectives, student outcomes, and curriculum.Details regarding these relationships may be found in the tables referenced in the figure.Table 2 illustrates the relationship between our program educational objectives and studentoutcomes. Because each objective is related to more than one outcome, and each outcome ismapped to various courses in the curriculum, satisfactory completion of the curriculumshould ensure the attainment of the student outcomes and position our graduates to attain theobjectives as well. Details of the assessment methods used to track the attainment of studentoutcomes are found in section 2.4 (Continuous Improvement).Objectives 1 and 2 are considered to be strongly related to program outcomes a, b, c, e, and k.These objectives concern the ability of our graduates to apply their technical knowledge andproblem-solving abilities to advance their careers (objective 1) and serve their communities,society, and professions (objective 2). Student outcomes a, b, c, e, and k are all related tovarious aspects of engineering analysis and problem solving skills necessary for our graduatesto achieve these objectives.Objectives 1 and 2 are moderately related to student outcome g. Effective communication(outcome g) is a different type of skill than technical knowledge or problem-solving.However, to advance their careers and serve the larger community, engineers need to be ableto effectively communicate their designs and the results of their analyses. Technicalknowledge and problem-solving ability are not sufficient, so outcome g supplements theoutcomes that are more strongly related to these objectives.28

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 2 Relationships between program educational objectives and student outcomes.Program Educational Objectives1. Apply technical knowledge and problemsolvingskills to advance their careers2. Apply technical knowledge and problemsolvingskills to serve community, society andprofession3. Prepared for engineering practice andadvanced studyStudent Outcomesa b c d e f g h i j k× × × ◦ ×× × × × ◦ ×× × ◦ × × × × × ◦ ◦ ×4. Engage in life-long learning ◦ ◦ × ×5. Capable of effective oral and writtencommunication× ×Notation: × strongly related; ◦ = moderately relatedObjective 3 expresses the preparedness of our graduates for professional practice andadvanced study. Not surprisingly, this fundamental objective is related to all eleven of thestudent outcomes. Outcomes a, b, d, e. f, g, h, and k are considered to be strongly related tothis objective. Outcomes a, b, e, and k together encompass the technical skill set necessary tobe an effective engineer – a knowledge of math, science and engineering; the ability toconduct experiments and analyze data; problem-solving skills; and the ability to use moderntechniques and tools. Outcomes d, f, g, and h express the personal traits that engineers musthave to function in the workplace, or in graduate study – the ability to work in a team; ethicalresponsibility; good communication skills; and an understanding of the broader contexts inwhich their work is placed.Outcome c – design ability – is clearly fundamental to engineering practice. However, not allengineering graduates pursue careers in which design is central to their work. We thereforeconsider this outcome to be moderately related to objective 3. Outcomes i and j are alsoconsidered to be moderately related to objective 3 because they are not related topreparedness for practice or advanced study, but rather to the maintenance of skills andperspective over a career.Objective 4 concerns the engagement of our graduates in life-long learning to keepthemselves up to date. Clearly this objective is most closely related to outcome i. We alsoconsider it to be closely related to outcome j because the knowledge of contemporary issues(outcome j), including technical breakthroughs, changing social and professional norms, andthe political landscape, all influence the life-long learning needs of engineers.29

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Outcomes f and h are moderately related to objective 4 because life-long learning is animportant means by which engineers can keep informed about changing expectationsregarding professional and ethical behavior (outcome f), and how engineering practice isshaped by economic, environmental and social factors (outcome h).Finally, objective 5, which is focused on oral and written communication, is closely related tooutcomes b and g. The relation to outcome g – ability to communicate effectively – is clear.Outcome b, which concerns the ability to analyze and interpret data, is closely related to thisobjective because data analysis tools such as graphs, charts, and tables are crucial to theeffective communication of engineering work in both written and oral presentations.30

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.4 Continuous ImprovementThis section begins with background information on the development of assessment-basedcontinuous improvement in the program, followed by detailed discussions of assessmentprocesses and results for our program educational objectives and student outcomes.2.4.1 BackgroundThe philosophy of continuous improvement of academic programs using outcomes-basedassessment began at Syracuse University in 1991 under the leadership of Chancellor KennethShaw. In 1997, the Chancellor and Vice Chancellor charged the faculty to increase theirefforts in assessment and continuous improvement of academic programs. In response to thischarge, the All-University Student Learning Outcome Assessment Committee (AUSLOAC)was established in 1997-1998. This committee, chaired by an LCS faculty member (ProfessorShiu-Kai Chin of the Department of Electrical Engineering and Computer Science) facilitatedthe development of a formative, faculty-led assessment process.In the summer of 1998, the L.C. Smith College of Engineering and Computer Scienceestablished several task forces to study and develop assessment tools for student learning,educational objectives and curricular outcomes. Each of these task forces consisted ofmembers from the different LCS departments and staff of the Center for the Support forTeaching and Learning (now the Office of Institutional Research and Assessment). As aresult of these efforts, the Department of Civil and Environmental Engineering has adopted avariety of assessment tools to evaluate course outcomes, program objectives, and studentoutcomes:• Alumni surveys• Employer surveys• Senior exit surveys• Direct assessment charts (DAC)• Senior capstone design presentation critiques• Course-based continuous quality improvement (CQI) documents• Outcomes-based student course evaluationsThe sections that follow review the processes by which program educational objectives andstudent outcomes are assessed and evaluated. The results of those processes are alsodescribed and analyzed.2.4.2 Assessment of Program Educational ObjectivesThe process used to evaluate and revise the program educational objectives is described insection 2.2.5, above. Data from alumni (and employer) surveys are used to assess theattainment of the educational objectives. The alumni survey takes place on a cycle ofapproximately three years. The following criterion has been established to assess whether ornot program educational objectives have been attained:31

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011A program educational objective will be considered to have been attained if 80%or more of alumni respondents select “moderate,” “high,” or “extremely high”attainment for that objective.The CIE Advisory Board also plays an important role in the assessment process. The resultsof the surveys are discussed with the Board, who make recommendations to the faculty onboth the attainment of the objectives and possible revisions.The results of the assessment process are documented in spreadsheets, minutes of facultymeetings, and reports of CIE Advisory Board meetings. Electronic files are kept on anadministrative disk space accessible to the Chair and departmental staff members.2.4.2.1 Summary and Analysis of Assessment Data for Program Educational ObjectivesIn the period since the last ABET accreditation review, the Department of Civil andEnvironmental Engineering has used the results from two alumni surveys and one employersurvey to assess the attainment of the program educational objectives and considermodifications. The first survey was administered to alumni and employers by the Departmentusing Survey Monkey, a survey web site. The survey was open for responses from 2007-2009. The survey form used is given in Appendix E.1.Alumni participation in the survey was solicited by e-mails from the Chair. A hyperlink to thesurvey was included in the e-mail, which went out to all alumni for whom we had e-mailaddresses.Employer participation in the survey was solicited by asking the alumni to forward the link totheir direct supervisors.Between March 15, 2007 and July 28, 2009, 72 alumni and four employers completed thesurvey. Sixty-two of the alumni respondents were civil engineering alumni, while ten wereenvironmental engineering alumni.The attainment results from this survey are shown in Table 3, below.Using the attainment criterion of 80%, the results from this survey indicated that the B.S.degree program in Environmental Engineering was attaining its objectives.An analysis of the results of the Survey Monkey survey revealed some shortcomings thatwere addressed in the next survey. First, the wording of the response choices was less thanideal. The question posed to the respondents was “How well do you think you have achievedeach of the indicated educational objectives?” To this question, the response options were“strong,” “medium,” “fair,” “weak,” “none” and “unable to tell.” The wordings of theresponses did not conform grammatically or stylistically to the wording of the question.Also, the first and fourth objectives include multiple parts. For example, objective 4 is“…capable of effective written and oral communication.” How should a respondent reply ifhe/she feels that he/she is an effective oral communicator but not a good writer? Despitethese shortcomings, the results generally indicated that the program educational objectiveswere being met.32

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 3 Attainment of program educational objectives, as assessed by an alumni survey conducted in2007-2009. Values in the table are the percentage of respondents indicating that they had “medium” or“strong” attainment of the stated objectives. Each objective is considered to have been attained if at least80% of respondents indicate “medium” or “strong” attainment. Note that the objectives surveyed hereare not our current program educational objectives.Objective Overall Civil Env.Number of Respondents: 72 62 101. Apply technical knowledge andproblem-solving skills to advance yourcareer and serve the community.2. Prepared for engineering practiceand advanced studies in civil orenvironmental engineering.3. Engage in life-long learning to keepyourself abreast of new developmentsin your fields of practice or study.4. Capable of effective written and oralcommunications.94.4% 96.7% 90.0%88.9% 91.8% 80.0%86.1% 86.9% 90.0%84.7% 86.9% 80.0%A disappointment of the Survey Monkey results was the low response rate among employers.Some alumni may have been reluctant to forward the survey to their employers for one reasonor another. In discussing the low response rate with the Advisory Board, we learned thatmany firms prohibit their staff from responding to such surveys. In talking to Chairs at otherdepartments, this seems to be a common problem elsewhere as well. While direct surveyinput from employers would be useful, the CIE Advisory Board represents our employerconstituency effectively in the assessment process.Another alumni survey was conducted in January, 2011. This survey was organized by theLCS Dean’s Office, with each department customizing its own questions. For this survey, wemade the wording clearer by asking respondents to “Please rate your attainment of eachstatement,” and modifying the response choices to “no attainment,” “some attainment,”“moderate attainment,” “high attainment,” and “extremely high attainment.” We also dividedobjectives 1 and 4 into two parts each to better assess the different elements of theseobjectives. A printed version of the survey is included in Appendix E.2.As with the previous survey, alumni were contacted by e-mail and given a link to the surveyweb page. This survey was web-hosted by the College rather than Survey Monkey. Thesurvey also focused on alumni who graduated between 2006 and 2010, the cohort that the33

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011program educational objectives are meant to characterize. Thirty-four civil engineeringgraduates and four environmental engineering graduates responded to the survey.The attainment results for the January, 2011 alumni survey are given in Table 4. Again usingthe 80% attainment criterion, we concluded that the program educational objectives wereattained by our recent civil engineering graduates.Table 4 Attainment of program educational objectives, as assessed by an alumni survey conducted inJanuary, 2011. Values in the table are the percentage of respondents indicating that they had“moderate,” high” or “extremely high” attainment of the stated objectives. Each objective is consideredto have been attained if at least 80% of respondents indicate “moderate,” “high” or “extremely high”attainment. Note that the objectives surveyed here are not our current program educational objectives.Objective ALL Civil Env.Number of Respondents: 38 34 41a. Apply technical knowledge toadvance your career and serve thecommunity.1b. Apply problem-solving skills toadvance your career and serve thecommunity.2. Prepared for engineering practiceand advanced studies in civil orenvironmental engineering.3. Engage in life-long learning to keepyourself abreast of new developmentsin your fields of practice or study.4a. Capable of effective writtencommunication.4b. Capable of effective oralcommunication.92.1% 91.2% 100.0%92.1% 91.2% 100.0%86.8% 88.2% 75.0%89.5% 91.2% 75.0%92.1% 91.2% 100.0%92.1% 91.2% 100.0%The results of the alumni surveys were discussed with the CIE Advisory Board as part of ourassessment loop (Figure 2). The Advisory Board concluded that the program educational34

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011objectives were attained by alumni of both the civil and environmental engineering degreeprograms.The Advisory Board also considered the effectiveness of the objectives themselves, with aneye towards potential changes that might be worth considering. With regard to our firstobjective (“…apply technical knowledge and problem-solving skills to advance their careersand serve the community”) the Board questioned whether the word “community” was toonarrow, and suggested using “society” to reflect communities ranging from local to global.They also questioned whether the phrase “advance their careers” was appropriate, since somegraduates may not be motivated by traditional career advancement goals. The AdvisoryBoard suggested that the faculty consider revising the objective to something like “…applytechnical knowledge and problem-solving skills in their professional lives and in the serviceof society.”The Advisory Board felt that objectives 2, 3 and 4 were fine as written at the time.The assessment data and the comments of the Advisory Board were brought to the faculty fordiscussion. The faculty agreed with the Advisory Board that objective 1 could be expandedbeyond “serve the community.” Three service goals were identified for our graduates – toserve their communities, to serve society, and to serve their professions. The faculty voted torevise program educational objective 1 by splitting it into two objectives (now objectives 1and 2):The educational objectives of the B.S. degree program in Environmental Engineering are toproduce graduates who:… apply technical knowledge and problem-solving skills to advance their careers.… apply technical knowledge and problem-solving skills to serve their community, society,and profession.2.4.3 Assessment of Student OutcomesThe principal tools that have been used to assess the attainment of student outcomes are:• Direct assessment charts (DAC)• Capstone design presentation critiques• Senior exit surveys• Capstone design course evaluationsThe details of these assessment tools are described in more detail in the following subsections,followed by an analysis of the data collected since the last ABET review. Thedepartment is also developing new outcomes assessment tools based on performanceindicators that are keyed to student work. This new approach, including data from trialsconducted in the 2010-2011 academic year, is described in section 2.4.5.2.35

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.4.3.1 Direct Assessment Charts (DAC)These charts, shown in Appendix E.3, are completed by the instructors of four key requiredcourses – ECS 101, CIE 272, CIE 341 and CIE 475 – at the completion of the semesters inwhich these courses are taught. The instructor evaluates only those student outcomes that arerelevant to that particular course. These four courses were chosen because: (1) theyincorporate courses through all four years of the curriculum; and (2) together they cover all ofthe student outcomes.In completing the DACs, each student is given a numerical score of 1 (poor) to 5 (excellent)for each outcome being assessed. The faculty completing the DAC forms use results fromhomework assignments, examinations, laboratory exercises, course projects, and personalobservations to assess student attainment. For many of the outcomes, DAC scores can bederived using quantitative analysis of student performance on various course assignments.For some outcomes, a mixture of quantitative and observational assessment is required. Forexample, in CIE 274 (Civil Engineering Measurements and Analysis), outcome (d) – abilityto function on multidisciplinary teams – is evaluated using a combination of scores attainedon (group-based) surveying exercises and the instructor’s observation of how effectively thegroups work in the field, and how each student contributes to the work of the team.The data from the DAC forms are compiled by the department chair and program director,and discussed by the faculty. The DACs are the primary tool used to judge the attainment ofstudent outcomes. They are also useful in tracking individual student progress in attainingthe outcomes.The DAC forms are supposed to be completed every semester in which the four selectedcourses are taught. However, for various reasons, we are missing data for a few cases.2.4.3.2 Capstone Design Presentation CritiquesStudents enrolled in the senior capstone design course (CIE 475) give formal presentations oftheir designs to an audience of their peers, departmental faculty, and local engineers whoserve as external reviewers. These external reviewers provide written critiques for eachpresentation. A copy of the evaluation form used is shown in Appendix E.4. The reviewersrate the students on their presentation skills (program outcome g) and the technical content oftheir designs (program outcomes c and e) on a scale of 1 (poor) to 10 (excellent).The capstone design presentation critiques are carried out annually.2.4.3.3 Senior Exit SurveysStudent outcomes have also been assessed through senior exit surveys. The Engineering ExitSurvey, conducted by Educational Benchmarking, Inc. (EBI), was conducted in the summerof 2010. This survey was part of a national program involving universities across thecountry. The EBI survey instrument is included in Appendix E.5. In the survey, students inthe class of 2010 were asked to rate “to what degree did your engineering education enhanceyour ability to:”, which was followed by student outcomes (a) through (k). Outcomes withmultiple parts were parsed. For example, outcome (b) was parsed into three questions:36

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011“…design experiments”, “…conduct experiments”, and “analyze and interpret data.” Aseven-point scale was used, in which 1 represented “not at all,” 4 represented “moderate,”and 7 represented “extremely.”The target population of the EBI survey is the set of current-year graduates, so the data fromthis survey should be relevant for assessment of the student outcomes. Although we do notuse these data in our attainment criteria, they are a valuable supplement to the DACs. Bycomparing student self-evaluations (through the exit survey) with direct assessment byfaculty (through the DACs), we can assess the consistency of the DAC approach.The Department also conducts an annual senior exit survey. The form used for this survey isincluded in Appendix E.6.2.4.3.4 Capstone Design Course EvaluationsSince 2002, a special outcomes-based course evaluation form has been used for CIE 475 (thecapstone design course for the civil and environmental engineering programs). A copy of theevaluation form is given in Appendix E.7. Students are asked to assess their perceivedabilities in regard to each student outcome on a 10-point scale in which “1” corresponds to“Not at all” and “10” corresponds to “Absolutely”. Since the students in CIE 475 are almostall seniors who are about to graduate, they represent the target population our studentoutcomes are meant to characterize.These evaluations take place annually in the Spring, at the end of CIE 475.A significant concern with assessment data collected from polling students is that thestudents may not answer the questions objectively. On the one hand, students may rate theirattainment of the outcomes as “high” because they think that answer will help the program.On the other hand, a disaffected student might rate their attainment as low because of theirunhappiness with their experience in the program.2.4.3.5 Other Possible Assessment ToolsFundamentals of Engineering Examination – Some programs in the United States use theFundamentals of Engineering (FE) exam results as a measure of the degree to which theirstudents have achieved the program outcomes. We choose not to use the FE exam results asan assessment tool for several reasons. First, it is difficult to establish direct correlationsbetween many of the student outcomes and the FE exam results. Second, we do not requirestudents to take the FE exam. Without such a requirement, it is difficult to interpret how theperformance of a subset of our students on the FE exam reflects the overall attainment of thestudent outcomes by all of our graduates. This is especially true since the subset of studentswho elect to take the FE exam during their senior year is probably not a representative sampleof the student population. However, we make every effort to convey the importance of the FEexam and licensure to our students. We advise all of our students to take the FE exam and areview of topics covered on the FE exam is included in CIE475 to ensure that students arebetter prepared for the exam. In addition, the importance of continuing education and lifelonglearning through licensure is emphasized.37

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Individual Course Continuous Quality Improvement Documents – Student performance inindividual courses and the Continuous Quality Improvement (CQI) documents that facultyproduce for required courses also provide us with useful insight on how well our students areachieving the student outcomes. The CQI documents are forms in which faculty reflect on thedegree to which course objectives and outcomes have been achieved in a particular offeringof the course. An example of a completed CQI form is included in Appendix E.8.As illustrated in Figure 3 (page 23), there is a three-way relationship among educationalobjectives, program coursework and student outcomes. Because of this relationship, thecourse grade a student receives in a class and the CQI form the instructor completes for thecourse can be used as resources to measure student outcomes. Such an analysis is necessarilygeneral since course outcomes and student outcomes are not perfectly matched. Nevertheless,the course syllabi (Appendix A) indicate how student outcomes are related to courseoutcomes.2.4.4 Summary and Analysis of Assessment Data for Student OutcomesIn this section, data from the various assessment tools identified above are presented anddiscussed. Formal assessment, using metric goals, is supplemented with the interpretation ofdata from various sources2.4.4.1 Metric GoalsThe Department of Civil and Environmental Engineering has adopted the following metricgoals to measure attainment of our student outcomes:An acceptable level is said to have been achieved if:• 80% of our students at the time of graduation achieve a DAC score of at least 2 (on a5-point scale) for each program outcome.A desirable level is said to have been achieved if:• the majority (>50%) of our students at the time of graduation achieve a DAC score ofat least 4 (on a 5-point scale) for each program outcome, and• the majority (>50%) of our graduates acquire a minimum cumulative GPA of 3.0 (outof 4.0).2.4.4.2 Assessment of Attainment of Student OutcomesThe metric goals used to assess attainment of our student outcomes rely primarily on theresults of the Direct Assessment Charts (DAC), which are completed by program faculty.Tables 5-8 give the average DAC scores for each of the four key courses. Also given in thetables are the percentage of students who received a score of 4 and above (in parentheses) andthe percent of students who received a score of 2 and above {in braces}.38

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011The data from the DAC scores for CIE 475 (Table 8) indicate that student outcomes c, d, e, f,g, i, j, and k are routinely attained at the “acceptable” level (80% of students achieving scoresof 2 or greater). In every year since 2005, more than 90% of our graduating seniors (thepopulation in CIE 475) have scored 2 or higher on these outcomes.Student outcomes a, b, and h are not assessed in CIE 475. Therefore, the DAC scores fromthe junior-year CIE 341 course must be used to determine attainment. Those data (Table 7)suggest that an acceptable level of attainment was achieved for these outcomes in 2005 and2007 (87.5-90.9% of students were rated 2 or greater for these outcomes), but not in 2009(69.2% of students rated 2 or higher for each outcome).Figure 4 Attainment chart for student outcomes by student cohort (graduating year). Attainment is deemed“acceptable” if at least 80% of graduating seniors score 2 or greater on direct assessment charts (DAC)completed by course instructors. DAC scores from the junior year (CIE 341 – Introduction to EnvironmentalEngineering) are used for outcomes a, b, and h, as denoted by an asterisk (*).39

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 5 Student Outcome Assessment Scores from DAC evaluations for ECS 101. For each outcome and year, the first number is the averagescore. The numbers in parentheses represent the percentage of students with a score of 4 and above. The numbers in braces {} represent thepercentage of students with a score of 2 and above. “N/A” indicates outcomes that are not assessed in this course.Student Outcome (evaluated by instructor of ECS 101)Fall ofyear a b c d e f g h i j k2005 N/A N/A 3.68 3.91 N/A 3.84 3.69 N/A 3.84 N/A N/AN/A N/A (58.3%) (68.8%) N/A (68.8%) (58.3%) N/A (64.6%) N/A N/AN/A N/A {95.8%} {97.9%} N/A {93.8%} {97.9%} N/A {91.7%} N/A N/A2006 N/A N/A 3.06 3.43 N/A 3.10 3.12 N/A 3.08 N/A N/AN/A N/A (33.4%) (46.4%) N/A (37.2%) (33.6%) N/A (34.8%) N/A N/AN/A N/A {93.3%} {97.6%} N/A {88.8%} {90.4%} N/A {93.1%} N/A N/A2007 N/A N/A 3.35 3.35 N/A 3.49 3.29 N/A 3.31 N/A N/AN/A N/A (29.3%) (29.3%) N/A (25.3%) (24.0%) N/A (26.7%) N/A N/AN/A N/A {66.7%} {66.7%} N/A {65.3%} {62.7%} N/A {62.7%} N/A N/A2008 N/A N/A 3.20 3.20 N/A 3.60 3.28 N/A 3.29 N/A N/AN/A N/A (20.0%) (20.0%) N/A (35.0%) (25.0%) N/A (23.8%) N/A N/AN/A N/A {60.0%} {61.3%} N/A {61.3%} {58.8%} N/A {61.3%} N/A N/A2009 N/A N/A 3.13 3.51 N/A 3.10 3.17 N/A 3.14 N/A N/AN/A N/A (16.3%) (44.4%) N/A (24.2%) (31.0%) N/A (25.1%) N/A N/AN/A N/A {95.3%} {97.1%} N/A {89.4%} {89.4%} N/A {90.4%} N/A N/A2010 N/A N/A 3.13 3.35 N/A 3.18 3.14 N/A 3.23 N/A N/AN/A N/A (17.6%) (32.1%) N/A (17.9%) (23.2%) N/A (19.9%) N/A N/AN/A N/A {92.2%} {95.3%} N/A {92.8%} {91.8%} N/A {94.7%} N/A N/A40

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 7 Student Outcome Assessment Scores from DAC evaluations for CIE 341. For each outcome and year, the first number is the averagescore. The numbers in parentheses represent the percentage of students with a score of 4 and above. The numbers in braces {} represent thepercentage of students with a score of 2 and above. No data exist for 2006, 2008, 2010.Student Outcome (Evaluated by instructor of CIE 341)Fall ofyear a b c d e f g h i j k2005 3.29 3.28 3.29 4.54 3.30 4.08 3.26 3.31 3.30 3.39 3.28(37.5%) (40.0%) (37.5%) (62.5%) (37.5%) (52.5%) (47.5%) (42.5%) (40.0%) (50.0%) (40.0%){87.5%} {87.5%} {87.5%} {85.0%} {87.5%} {82.5%} {87.5%} {87.5%} {87.5%} {87.5%} {87.5%}20062007 3.45 3.45 3.45 3.36 3.45 3.45 3.27 3.48 3.48 3.48 3.45(39.4%) (39.4%) (39.4%) (42.4%) (39.4%) (39.4%) (39.4%) (39.4%) (39.4%) (39.4%) (39.4%){87.9%} {87.9%} {87.9%} {81.8%} {87.9%} {90.9%} {87.9%} {90.9%} {90.9%} {90.9%} {87.9%}20082009 3.46 3.46 3.46 3.38 3.46 3.44 3.38 3.46 3.46 3.46 3.46(41.5%) (41.5%) (41.5%) (41.5%) (41.5%) (41.5%) (38.5%) (41.5%) (41.5%) (41.5%) (41.5%){69.2%} {69.2%} {69.2%} {69.2%} {69.2%} {69.2%} {69.2%} {69.2%} {69.2%} {69.2%} {69.2%}201042

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 8 Student Outcome Assessment Scores from DAC evaluations for CIE 475. For each outcome and year, the first number is the averagescore. The numbers in parentheses represent the percentage of students with a score of 4 and above. The numbers in braces {} represent thepercentage of students with a score of 2 and above. “N/A” indicates outcomes that are not assessed in this course.Student Outcome (evaluated by instructor of CIE 475)Springof year a b c d e f g h i j k2005 N/A N/A 3.69 3.60 3.63 3.67 3.65 N/A 3.60 3.79 3.79N/A N/A (62.5%) (68.8%) (68.8%) (75.0%) (56.3%) N/A (75.0%) (75.0%) (56.3%)N/A N/A {100.0%} {93.8%} {93.8%} {93.8%} {93.8%} N/A {100.0%} {93.8%} {93.8%}2006 N/A N/A 3.28 3.15 3.05 3.14 3.38 N/A 3.29 3.36 3.15N/A N/A (36.7%) (40.0%) (30.0%) (30.0%) (46.7%) N/A (43.3%) (40.0%) (33.3%)N/A N/A {100.0%} {100.0%} {93.3%} {96.7%} {90.0%} N/A {93.3%} {96.7%} {96.7%}2007 N/A N/A 3.52 3.82 3.57 3.62 3.54 N/A 3.47 3.64 3.61N/A N/A (39.5%) (60.5%) (42.1%) (42.1%) (42.1%) N/A (36.8%) (39.5%) (36.8%)N/A N/A {94.7%} {94.7%} {100.0%} {97.4%} {97.4%} N/A {94.7%} {92.1%} {94.7%}2008 N/A N/A 3.48 3.65 3.52 3.59 3.40 N/A 3.52 3.52 3.51N/A N/A (45.0%) (57.5%) (45.0%) (50.0%) (45.0%) N/A (47.5%) (47.5%) (47.5%)N/A N/A {97.5%} {97.5%} {97.5%} {97.5%} {100.0%} N/A {97.5%} {100.0%} {97.5%}2009 N/A N/A 3.43 3.63 3.40 3.40 3.37 N/A 3.44 3.42 3.43N/A N/A (36.1%) (47.2%) (36.1%) (36.1%) (33.3%) N/A (33.3%) (36.1%) (36.1%)N/A N/A {97.2%} {97.2%} {100.0%} {100.0%} {100.0%} N/A {97.2%} {97.2%} {100.0%}2010 N/A N/A 3.04 3.31 3.05 3.21 3.11 N/A 3.12 3.20 3.18N/A N/A (11.5%) (30.8%) (19.2%) (23.1%) (25.0%) N/A (21.2%) (21.2%) (23.1%)N/A N/A {94.2%} {94.2%} {92.3%} {98.1%} {90.4%} N/A {96.2%} {96.2%} {96.2%}43

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Figure 5 Comparisons of DAC scores from the junior year (CIE 341 – Introduction to EnvironmentalEngineering) and the senior year (CIE 475 – Senior Design) for two cohorts of students. Arrows indicatethe increase in the percentage of students scoring 2 or greater in CIE 475 as seniors, compared to thescores of the same population of students as juniors in CIE 341.44

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011It is worth noting that the cohort of students who failed to meet the attainment criteria foroutcomes a, b, and h in CIE 341 in 2009 may have ultimately met the criteria by the time oftheir graduation. An analysis of the DAC results for the 2005-06 and 2007-08 cohorts in CIE341 and CIE 475 indicates that for those outcomes that were assessed in both courses, thepercentage of students rated at the level of 2 or greater increased by an average of 10% in CIE475, compared to CIE 341 (Figure 5). If we assume a similar increase for outcomes a, b, andh in the cohort taking CIE 341 in 2009, the percentage rated 2 or higher at graduation wouldhave been at or near the 80% “acceptable” threshold for those outcomes.Additional support for our interpretation of the assessment results comes from theEngineering Exit Survey, conducted by Enducational Benchmarking, Inc. (EBI). In thissurvey, recent graduates are asked to assess the degree to which their engineering educationcontributed to their attainment of the student outcomes. The scale for the EBI survey issomewhat different than the DAC charts. Our criterion for “acceptable attainment” of thestudent outcomes is based on the percentage of students scoring 2 or better on the DACs, ascore categorized as “Fair.” In the seven-point scale used in the EBI survey, a score of 4 is“Moderate.” Therefore, we used the percentage of students providing a response of 4 orgreater on the EBI as an equivalent measure to a DAC score of 2 or greater. Figure 6 showsthe results from the DACs and the EBI self-assessments for the class of 2010.Figure 6 Comparison of attainment results from Direct Assessment Charts (DAC) and the EngineeringExit Assessment conducted by Educational Benchmarking Inc. (EBI). All data are for the graduatingclass of 2010. The scales used in the two data sets differ. A DAC score of 2 represents “fair”, whereas anEBI score of 4 represents “moderate.” DAC* represents scores reported for this cohort of students inCIE 341 during the junior year.45

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011More than 80% of the class of 2010 responded that their education enhanced their ability toachieve the student outcomes at a moderate level or better. This was true for all elevenoutcomes. Furthermore, the percentage of students scoring 4 or greater on the EBI survey wasclosely related to the percentage of students rated 2 or greater on the DACs for CIE 475(compare the red and blue bars in Figure 6). For those outcomes that were not evaluated onthe DACs in CIE 475 (a, b, and h), the EBI data suggest that an acceptable level of attainmentwas also achieved at the time of graduation.The CIE faculty have established criteria for both an “acceptable” level of attainment, and a“desirable” level of attainment of the student outcomes. Regarding the latter, our data suggestthat the civil and environmental engineering programs have not routinely achieved the twocriteria that define the “desirable” level of attainment of our student outcomes. The DAC datafor CIE 475 indicate that 50% or more of our graduating seniors scored 4 (very good) or 5(excellent) for all outcomes evaluated in the course in 2005 (Table 8), indicating that thedesirable level of attainment was achieved in that cohort of students. In 2006-2010, thiscriterion was only achieved for some outcomes in some years. In these years, we typicallyobserved that 35-50% of graduating seniors scored 4 or 5 on the outcomes in CIE 475,suggesting that, overall, graduating seniors were near the desirable attainment level.The EBI data for the class of 2010 are consistent with these observations (Figure 7).Assuming that EBI scores of 6 and 7 (on the seven-point scale) are equivalent to DAC scoresof 4 and 5, the students generally rated themselves somewhat higher than the DACassessments. Still, even using the EBI ratings, the class of 2010 failed to reach the “desirable”attainment level for six of the eleven student outcomes.The second criterion for the “desirable” level of attainment is that 50% of our studentsgraduate with a GPA greater than 3.0. In the six years between 2005 and 2010, this criterionwas achieved by four of the six graduating classes in civil engineering and all of thegraduating classes in environmental engineering (Figure 8). For the 2009-2010 class, 48% ofthe civil engineering graduates had GPAs greater than 3.0, just short of the target.An additional, external perspective on the attainment of outcomes (c), (d), (e) and (g) can bederived from the ratings of the senior design projects and the senior design projectpresentations. Each year, professionals from the local community are invited to attend andparticipate in the capstone design presentations made by the students at the end of CIE 475.These professionals are invited to rate both the quality of the presentation and the technicalquality of the project on a ten-point scale, in which 10 is excellent and 1 is poor. Theevaluators are not aware that their evaluations are used for the purpose of outcomesassessment.46

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Figure 7 Comparison of attainment results from Direct Assessment Charts (DAC) and the Engineering ExitAssessment conducted by Educational Benchmarking Inc. (EBI). All data are for the graduating class of2010. The scales used in the two data sets differ. A DAC score of 4, on a five-point scale, represents “verygood” and 5 is “excellent.” The EBI uses a seven-point scale in which 7 represents “extremely.” DAC*represents scores reported for this cohort of students in CIE 341 during the junior year.100%90%Percent Graduating with GPA > 3.080%70%60%50%40%30%20%Desirable AttainmentCivilEnvironmental10%0%2004-05 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11Figure 8 Percentage of seniors in civil and environmental engineering with GPA > 3.0 at graduation.“Desirable” attainment is indicated by a value of 50% or greater47

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011The ratings of the quality of the presentation can be used as a direct assessment of studentoutcome (g) – “ability to communicate effectively.” All of the members of the design teammust make part of the oral presentation. The presentations are accompanied by visualmaterials, usually displayed via PowerPoint, that include maps, graphs, drawings, and textmade by the students. The average ratings for each individual design group from 2006-2011are shown in Figure 9 (the 2008 data are missing). The data indicate that our students, at thetime of graduation, are proficient communicators. Among the 41 groups assessed, the lowestaverage rating was 7.03 on a ten point scale. More than 75% of the groups had averageratings greater than 8. Considering that one or two weak presenters could dramatically affectthe group rating, these data suggest that a large fraction of our students graduate with verygood communications skills.Figure 9 Average ratings for the quality of senior design presentations. Each point represents one designgroup. Ratings are made by external evaluators on a scale of 1 (poor) to 10 (excellent). The number ofevaluators for each data point generally varies between 7 and 23, although three groups in 2007 wereevaluated by fewer than five evaluators.The external evaluator ratings of the technical quality of the senior design projectpresentations may be used as a general indicator of attainment of outcomes (c) – “ability todesign a system, component, or process…” and (e) – “ability to identify, formulate, and solveengineering problems.” The rating for technical content in 2006-2011 were also very good(Figure 10), although slightly lower than the ratings for presentation quality. Sixty percent ofthe design groups earned average ratings of 8 or higher for technical content, suggesting thatour graduates are capable of working with complex, open-ended design problems.48

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011It is interesting to note the discrepancy between these relatively high ratings on technicalcontent from external evaluators and the relatively low DAC scores assigned by theinstructors of the senior design course (CIE 475). To some extent, the design groups may beorganizing their presentations to emphasize the most compelling and accomplished elementsof their designs, essentially “hiding” the weak parts from the audience. Perhaps moreimportantly, this discrepancy may simply indicate that the faculty, who complete the DACforms, have higher expectations for these student outcomes than the external evaluators.Simply put, we may be selling our students short when we do our DAC evaluations.Finally, the external evaluations of the quality of the senior design presentations and theirtechnical content offer an indirect assessment of outcome (d) – “ability to function on multidisciplinaryteams.” The uniformly high ratings our design groups have achieved suggest thatour students graduate with a good ability to function in team settings. It is certainly possiblefor one student to carry a group, but it would be very difficult to do so and achieve a highlevel of completion and technical quality in a project of the magnitude of a senior designproject. While there is no doubt that design groups in CIE 475 are composed of students ofvarying overall ability, the feedback from our external evaluators suggest that, in general,they do a good job of working together to achieve a quality result.Figure 10 Average ratings for the technical quality of senior design presentations. Each point representsone design group. Ratings are made by external evaluators on a scale of 1 (poor) to 10 (excellent). Thenumber of evaluators for each data point generally varies between 7 and 23, although three groups in2007 were evaluated by fewer than five evaluators.49

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.4.4.3 Summary CommentsIn summary, graduates from both the civil and environmental engineering programs appear tobe achieving all of the student outcomes at an acceptable level of attainment. The desirablelevel of attainment has been more elusive. To some extent, this is to be expected. If aprogram is reaching the desirable level of attainment every year, it should probably adjust itscriteria upward. Nevertheless, it is worth considering the factors that may help explain whythe civil and environmental degree programs are not quite reaching the desirable level ofattainment of student outcomes.Rise in Enrollment. The period 2006-2011 has seen a sharp rise in enrollment in the civil andenvironmental engineering programs (see Table D-1 in Appendix D). Larger class sizes leaveless time for faculty to mentor and interact informally with students. Taking attendance cantake up an inordinate amount of time in large classes, and it may be necessary to shorten labperiods or increase the size of lab groups to accommodate the large numbers.TA Resources. Budget pressures in the early part of this period resulted in a decrease in thenumber of graduate teaching assistants (TAs), to a low of six in 2005-2007. This decrease inteaching support decreased the opportunities for students to get help with their assignmentsand test preparation.Peer-to-Peer Behavior. With larger enrollments, we have observed an increasing selfsegregationof our students into academically homogeneous groups. This may decrease therole of peer mentoring in helping students achieve the outcomes.Intuitive Approach to Problem Solving. We have noticed that a large number of our studentsdepend on an intuitive approach in solving problems. These students resist structuredapproaches and attempt to leap directly to a solution – for them, problem solving is simply amatter of finding the right equation. This can work to some degree in calculus, physics andchemistry, but when these students get to their junior and senior engineering classes, theystruggle with the complex problems that they are asked to solve. This has been a significantcontributing factor to outcomes (a) and (e) in particular.Distraction. There is no question that it has become more and more difficult to create andmaintain a distraction-free environment in the classroom. Students are tempted to engage intext messaging on their cell phones, and to browse the internet on their laptops.The department, college, and university have taken a number of steps that we hope willimprove the attainment level of our student outcomes. These, along with other changes to thecurriculum, courses, and the program, are discussed in the next section.2.4.5 Continuous ImprovementThe processes used to assess and evaluate the program educational objectives and studentoutcomes are part of the overall continuous improvement of the program and curriculum.After obtaining feedback from our constituencies through formal instruments (courseevaluations, meetings with student representatives/advisory board members/recruiters,completion of CQI forms; senior exit surveys; employer/alumni surveys, etc.) or informal50

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011processes (student advising sessions, conversations with students and colleagues), theprogram faculty discuss the relevant issues at regular faculty meetings, and at the annualfaculty retreat. Decisions made to improve the program are brought to students (via thestudent advisory council) and the Department Advisory Board for additional comments. Theimpacts of modifications made to our curriculum are monitored to evaluate theireffectiveness.2.4.5.1 Changes That Have Been ImplementedIn this section, we present the major changes in the curriculum, courses and programadministration that have been made since the last ABET visit or are planned, with commentson the rationale for the changes and their effectiveness.Institutional and Program Changes:• Since 2005, the size of the faculty in the Department of Civil and EnvironmentalEngineering has increased from nine to twelve. This increase has alleviated some ofthe enrollment pressure by allowing us to teach additional technical elective courses.• In recognition of the increased enrollments in the civil and environmental engineeringprograms, the number of TAs allocated to the CIE department has been increasedfrom six to eleven. Additional resources have been allocated for stipend supplementsfor Ph.D. students who teach courses independently.• After two consecutive years of record entering class sizes in the L.C. Smith College ofEngineering and Computer Science, fewer students were admitted in the 2010-2011admissions cycle. This reduction in admitted students occurred at the same time asapplications to the college increased. Therefore, the academic profile of admittedstudents for the incoming freshman class in the Fall of 2011 is improved overprevious years.• Since the last ABET evaluation, the geotechnical and structures/materials laboratorieshave been moved from Hinds Hall to Link Hall. The new spaces are superior andhave improved the quality of the laboratory experience for our students.• The department now solicits feedback from students on all applicable studentoutcomes (a-k) on the course evaluation forms for all CIE courses taken byundergraduate students, and all ECS courses taught by CIE faculty. This change wasinstituted to help instructors: (1) decide which student outcomes should be mapped toeach class; and (2) consider pedagogical changes that might improve the attainment ofstudent outcomes that are mapped to each course. This change was made in responseto our outcomes assessment data, which indicated declining average DAC scoresstarting in 2006.• The department now performs its own alumni survey on the attainment of programeducational objectives and student outcomes using Survey Monkey. This survey is inaddition to surveys performed by the college. This change was made to ensure that51

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011data on the attainment of the program educational objectives are collected in a regularand timely fashion.• The department faculty have begun the consideration of whether to develop andimplement standards of student classroom behavior, especially related to the use ofelectronic devices during regular class meetings. This discussion, which has takenplace at regular faculty meetings, has been motivated by observations of increasinginattentiveness in courses across the program and concerns about attainment levels ofstudent outcomes.Curriculum Changes:• A new required course in sustainability was added to the curriculum. CIE 274 (Civiland Environmental Systems) covers concepts in chemistry, ecology, climate change,sustainability and engineering economics. This sophomore-level course introduces thecrucial topics of sustainability and engineering economics early in the curriculum,allowing instructors in junior and senior courses to easily incorporate them in theircourses. This change was the result of constituent feedback and analysis of ourassessment data. Exit survey data from our student constituents indicated thatchemistry concepts taught in CHE 106 and 107 were not preparing our students forchemistry-related topics in their environmental engineering coursework. Instructorfeedback from the faculty teaching CIE 341 confirmed that student performance inchemistry-related assignments was poor. This change allows CIE faculty to teach keychemistry concepts in the semester before they are applied in CIE 341. This change isalso the result of the analysis of our assessment data. In response to declining DACscores on student outcomes, the faculty suggested that adding a CIE course in thesecond semester of the sophomore year might improve attainment of studentoutcomes by providing consistent contact between faculty and students throughout thesophomore year.• An earth science course (EAR 101 – Dynamic Earth or EAR 203 – Earth SystemScience), with lab, is now required. This change was made to meet the requirement ofan additional area of basic science (besides physics and chemistry) in the civilengineering program criteria. Coupled with related earth science topics covered inCIE 274 (climate change, land use), CIE 337 (properties of rock and soil), and CIE352 (hydrology and groundwater), the civil engineering curriculum now containssubstantial depth in this area. This change was the result of constituent feedback.When the requirement of an additional basic science was instituted, the chairconsulted with the Advisory Board and with local employers of our graduates. Theconsensus arose that adding a required earth science course, with lab, would betterprepare our graduates for the workforce. This change was discussed in regular facultymeetings and passed by the faculty by majority vote.• The net effect of the changes above has been to increase the total number of creditsrequired for the B.S. degree in Environmental Engineering by four credits, to 128/129.52

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011• A free elective was added to the curriculum to allow students more flexibility inchoosing courses or working toward a minor not directly related to civil engineering.This change was made in response to feedback from our student constituents.Members of the Student Advisory Board reported to the chair that they were havingdifficulty completing minors, especially in subjects that could not be used asprofessional electives. . This change was discussed in regular faculty meetings andpassed by the faculty by majority vote.• The social science and humanities requirement was modified. Students are nowrequired to take at least three of their social science and humanities electives fromgroups covering economics and social issues, global affairs, and policy studies. Thischange was made to increase the understanding of the economic, social, political, andglobal context in which civil and environmental engineers work. Input from ABET aspart of our last accreditation visit was crucial to making this change. Further detailson this requirement may be found in section II.5, below. An assessment of howstudents have fulfilled this requirement may be found in Appendix F.• Beginning in Fall 2011, formal instruction in structured problem-solving will beincorporated into ECS 101. This instruction will include the importance of sketching,defining knowns and unknowns, and laying out a method of solution. Students will beheld to account in CIE 272 and 274 in the sophomore year, with homework grades inthose classes being based in part on how the answers are set up. The motivation forthis change is to improve the problem-solving ability of our students when they get toadvanced courses in civil and environmental engineering. This change was made inresponse to our assessment data, which indicated declining attainment of outcomes (a)and (e) in CIE 272 and CIE 475 in particular. Feedback from faculty teaching junioryearcourses also indicated that many of our students struggled to set up engineeringproblems properly. This ongoing issue has been discussed in regular faculty meetings.• To improve engagement and learning, the CIE faculty will work to increase the use ofactive learning strategies throughout the curriculum. Active learning is already widelyused in the form of laboratory exercises, field exercises, and field trips. Our goal is tobring more active learning strategies into the classroom, such as small-groupexercises, minute papers, and clicker responses. This ongoing issue has beendiscussed in regular faculty meetings.• Starting in 2011-2012, the faculty will look for ways to incorporate more quizzes inCIE courses. The aims of this initiative are to improve attendance, increaseattentiveness in class, and to help students keep up with readings and assignments.This ongoing issue has been discussed in regular faculty meetings.Course Changes:• Starting in 2011, the CIE department assumed responsibility for teaching the Springoffering of ECS 326 (Engineering Materials – Properties and Processing). The coursehas been modified to emphasize materials used in construction – steel, concrete,53

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011wood, asphalt, and composite materials. Planning is underway to add a one-credit labthat would include exercises in materials testing.• The following new courses, taught by department faculty, have been developed asprofessional and technical electives:ARC/ECS 500 – Architecture of Shell Structures [Spring 2010, 3cr]ECS 354 – Green Technology and Sustainability [Spring 2009, 3cr]ECS 400 – Introduction to Sustainable Engineering [Fall 2011, 3cr]CIE 400 – Construction Engineering and Project Management [Fall 2010, 3cr]CIE 400 – Field Learning Experience [Fall 2010, 1cr]• The names of these courses were revised to better reflect the course content:Course Old Title New TitleCIE 337CIE 341Soil Mechanics andFoundations IEnvironmentalEngineering IIntroduction to GeotechnicalEngineeringIntroduction to EnvironmentalEngineering2.4.5.2 Development of New Assessment Process for Student OutcomesOur current approach for assessing student outcomes has been useful and effective. The DACscores that lie at the heart of the process are supplemented by exit survey data andassessments made by external evaluators at our senior design presentations. The DACapproach has worked well in part because it has been applied consistently throughout theyears, thanks to the continuous staffing of the courses by the same faculty. Our data alsosuggest that the DAC process is taken seriously by the faculty involved. Indeed, the highscores given to our seniors by external evaluators, compared to lower DAC scores for thesame students, suggest that the program faculty have high standards for outcomes attainment.Finally, the use of DACs in all four years of the curriculum offers the opportunity to use theseassessments in individual student advising.However, it is also true that there are some difficulties with the direct assessment approach.Some of the outcomes are difficult to assess objectively through student work in courses,making the assessment scores sensitive to the judgment of the faculty member completing theDAC form. There is therefore the potential to observe a step change in DAC scores for acourse when the instructor of the course changes.Recognizing this issue, the CIE faculty are testing a new approach to outcomes assessmentthat is based on the concept of “performance indicators.” This approach incorporates the useof regular class assignments to assess the attainment of student outcomes.A hypothetical example of the development of performance indicators for outcome (h) isshown in Figure 11. For each outcome, performance indicators are developed for multiplecourses in the curriculum, selected from the courses that are mapped to that outcome. In the54

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011example in Figure 11, CIE 274 (Sustainability in Civil and Environmental Systems) and CIE475 (Senior Design) have been selected for the development of performance indicators foroutcome (h). Next, a performance indicator is developed that describes what a student whohas attained the outcome should be able to demonstrate. An appropriate course assignment isthen selected for the assessment, and a rubric is developed. The rubric is a scoring system bywhich the attainment of the outcome can be scored – in this case, a three-point system:“unsatisfactory,” “developing,” and “satisfactory.” Finally, a performance criterion isestablished for each indicator to define the level of performance at which the program facultyjudge the outcome to have been attained.The assignments used for the assessment of performance indicators are normal classassignments – homeworks, exams, quizzes, projects can all be used. These assignments aregraded normally, but they are also scored according to the established rubric. The mainadvantage of the performance indicator approach is that it reduces some of the subjectivityassociated with the direct scoring of student attainment of the outcomes. It should be noted,however, that the application of the rubrics in the performance indicator approach is notentirely objective. A faculty member will still be making a judgment regarding the degree towhich the rubric guidelines are met in every student’s assignment.Our philosophy in developing performance indicators is to diversify the outcomes assessmentprocess. We will do this by developing multiple indicators for each student outcome, drawnfrom multiple courses at various stages in the curriculum. Ideally, the indicators for eachstudent outcome will span a range of mastery levels, according to Bloom’s Taxonomy forlearning. In Figure 11, for example, the level of mastery expected in the sophomore-level CIE274 course (“student identifies…”) is not as comprehensive as the level expected in thesenior-level CIE 475 course (“student can assess…”). We anticipate that CIE 475 (SeniorDesign) will be used for the development of several performance indicators. As acomprehensive design experience, the projects carried out in this course require the studentsto demonstrate most of the student outcomes. Also, since this course takes place at the end ofthe curriculum, it is perfectly situated for the assessment of outcomes.In the Spring, 2011 semester, we pilot tested the performance indicator approach in CIE 274.Three performance indicators, applied to two course assignments, were developed. One of theindicators concerned student outcome (f) – understanding of professional and ethicalresponsibility. The other two examined outcome (h) – understanding the impact ofengineering solutions in a global, economic, environmental, and societal context. Theperformance indicators, assessment instruments, rubrics, and performance criteria are shownin Appendix E.9.Students in CIE 274 showed a high level of attainment of the three performance indicators wetested (Figure 12). The responses to the question on engineering ethics (outcome f) indicatedthat 74 of the 78 respondents (94.9%) demonstrated satisfactory attainment of theperformance indicator – “student can evaluate the ethical dimensions of a civil orenvironmental engineering design or decision.” The other four students demonstratedattainment at the developing level. On the question examining social responsibility (outcomeh), 79 of 92 respondents (85.9%) demonstrated satisfactory attainment, with 12 studentsshowing developing attainment, and one student at the unsatisfactory level. On a question55

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011concerning global awareness (outcome h), 73 of 90 students (81.1%) demonstratedsatisfactory attainment, while the remaining students showed developing attainment.The performance indicator method of assessing student performance on the ABET outcomesappears to have worked well in this trial implementation. The instructors reported that theadditional burden of assessing the student answers against the rubrics was not too great. Themost difficult task was developing the performance indicators and rubrics so that they wouldbe general enough to apply to new or revised questions from year to year, yet specific enoughthat they could be assessed easily. We also noted that the assessment results may be sensitiveto the way the associated material is presented in class. If a class example similar to thequestion used for the performance indicator assessment is discussed in class, a higher fractionof students are likely to score well on the performance indicator. Similarly, the timing of thematerial presented in class relative to the evaluation can influence the assessment. If thematerial is presented at the beginning of the semester and the performance indicatorevaluation is much later in the semester, we expect that attainment scores would be lower.Our trial data suggest that performance indicators should be applied to a mix of coursework –homework assignments, examinations, lab exercises, and course projects.Having successfully tested the performance indicator approach, we will extend their use toadditional courses and student outcomes over the next three semesters. We will focus initiallyon the development of indicators for student outcomes (f) – (j), which have been the mostdifficult to assess using the DAC approach. We will continue to use the DACs for at leastthree years to ensure sufficient overlap as the new indicators and rubrics are refined.2.4.6 Additional InformationThe following materials will be available for review during the accreditation visit:• Course syllabi, assignments, and sample student work of all required courses taught inthe department for academic year 2010-2011.• Continuous Quality Improvement (CQI) documents for the above courses.• Direct Assessment Charts (DAC) for the four courses used for assessment: ECS101,CIE272, CIE341 and CIE475.• Minutes of faculty meetings.• CIE 475 Course Evaluation results.• Alumni (and Employer) Survey results.• Educational Benchmarking (EBI) Survey results.• Undergraduate Student Handbook.56

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Figure 11 Example – Performance Indicators and Rubrics57

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Figure 12 Performance indicator results for three indicators applied in CIE 274 (Sustainability in Civiland Environmental Systems) in the Spring, 2011 semester. The text of the questions, the performancecriteria, and the rubrics may be found in Appendix E.9. For each indicator, the performance criterion was80% of students demonstrating “satisfactory” attainment.58

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.5 Curriculum2.5.1 Program Curriculum2.5.1.1 Plan of StudyThe B.S. in Environmental Engineering degree program is designed as a four-year semesterbasedcurriculum, requiring 128 or 129 credit hours of study (depending on the selection ofan engineering/science elective). The suggested sequence of courses is given in Table 9,below. The prerequisite structure of the program is illustrated in Figure 13.Students in the program have four types of electives and one “selected elective.” Technicalelectives must be CIE-prefixed courses numbered 300 or above. These electives allowstudents to pursue their specific interests in environmental engineering. Professionalelectives are courses numbered 300 or above that allow students to advance their professionalinterests. These courses can be engineering courses, but they can also be taken in a variety ofother programs at the university:• College of Architecture: Any course numbered 300 or above.• College of Arts & Sciences: Astronomy, Biochemistry, Biology, Chemistry,Economics, Geography, Earth Science, Government, Mathematics, Public Affairs,Physics.• College of Information Studies: Any course numbered 300 or above.• Whitman School of Management: Accounting, Business Administration,Entrepreneurship, Finance, Investment Banking, Law and Public Policy,Marketing, Strategy and Human Resources, Management.• Newhouse School of Public Communications: Communications• College of Visual and Performing Arts: Communications and Rhetorical Studies• State University of New York, College of Environmental Science and Forestry:Any course numbered 300 or above.Students also have a free elective, which can be any three-credit course at SyracuseUniversity, except physical education and remedial courses such as algebra (MAT 112) orpre-calculus (MAT 194).59

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 9 Plan of study for the B.S. degree in Environmental Engineering at Syracuse University.First YearMAT 295 Calculus I 4 MAT 296 Calculus II 4CHE 106 General Chemistry I 3 CHE 116 General Chemistry II 3CHE 107 Gen. Chem. Lab. I 1 CHE 117 Gen. Chem. Lab. II 1ECS 101 Intro to ECS 3 PHY 211 General Physics I 3WRT 105 Writing Studio I 3 PHY 221 Gen. Physics Lab. I 1SS/HUM 3 SS/HUM 3Semester Credits 17 Semester Credits 15Second YearMAT 397 Calculus III 4 MAT 485 Diff. Eq. & Matrix 3Alg.ECS 221 Statics 3 ECS 325 Mech. of Solids 4CIE 272 CIE Measurements 3 GOL 203 Earth System Science 4SS/HUM 3 CIE 274 Civ/Env. Systems 3SS/HUM 3 WRT 205 Writing Studio II 3Semester Credits 16 Semester Credits 17Third YearCIE 337 Intro. to Geo. Eng. 4 ECSECS222326DynamicsEng. Materials3*3*CIE 341 Intro. to Env. Eng. 3 ELEMAE231251Elec. Eng. (EE) Fund IThermodynamics3*4*CHE 346 Physical Chemistry 3*MA 341 Fluid Mechanics 4 or CIE 352 Water Res. Eng. 4CIE 327 Prin. of Fluid. Mech. 4 GEO 383 Geo. Information Sys. 4SS/HUM 3 Professional Elective 1 3SS/HUM 3 Professional Elective 2 3Semester Credits 17 Semester Credits 17/18Fourth YearCIE 471 Env. Chem. & Analy. 3 CIE 475 Civ/Env. Eng. Design 4CIE 472 Appl. Env. Microb. 3 Professional Elective 3 3CIE 442 Treatment Processes 4 Technical Elective 1 3ERE 441 Air Pollution Eng. 3 Technical Elective 2 3Free Elective 3Semester Credits 16 Semester Credits 13Total credit hours required = 128 or 129. *Students must take one course from the group.60

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Figure 13 Flowchart of the suggested plan for the B.S. Environmental Engineering degree. Prerequisites follow by solid lines, corequisitesby dashed lines.61

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Students in the B.S. Environmental Engineering program must take six social science andhumanities (SSH) electives. These courses are taken from the Humanities and SocialScience lists that are maintained by the College of Arts and Sciences. In addition to thecourses on those lists, students may count foreign language courses towards the SSHrequirement, as long as the language is not the student’s native language. Also, two coursesoffered by the L.C. Smith College of Engineering and Computer Science may be used as SSHelectives – ECS 391 (Ethical Aspects of Engineering and Computer Science) and ECS 392(Legal Aspects of Engineering and Computer Science).To fulfill the SSH requirement, students must take at least one course from each of threegroups, shown in Table 10. This requirement helps to ensure that our students gain anunderstanding of the economic, social, global, and political issues that may influence theirfuture lives as engineers.Finally, environmental engineering students have one selected elective in engineeringscience. For this requirement, they may choose any of the following courses: Dynamics,Engineering Materials, Electrical Engineering Fundamentals, Thermodynamics, or PhysicalChemistry.62

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 10 To satisfy the social science and humanities requirement for the B.S. degree in environmental engineering, students must take at least one coursefrom each of three groups defined above.Group 1:Economics and Social IssuesECN 203 – Economic Ideas andIssuesECN 301 – IntermediateMicroeconomicsECN 302 – IntermediateMacroeconomicsGroup 2:Global AffairsGEO 103 – America and the GlobalEnvironmentGEO 105 – World GeographyGEO 215 – Global EnvironmentalChangeGroup 3:Public Policy and Policy StudiesGEO 203 – Society and the Politics ofNatureGEO 314 – Hazardous GeographicEnvironmentsPAF 101 – An Introduction to the Analysisof Public PolicyECN 365 – The World Economy GEO 272 – World Geography PAF 409 – Intermediate Analysis of PublicPolicySOC 101 – Introduction to Sociology GEO 273 – World Political Economy PAF 451 – Environmental PolicySOC 102 – Social Problems MAX 123 – Critical Issues for the U.S. PSC 302 – Environmental Politics andPolicySOC 363 – Urban Sociology MAX 132 – Global Community PSC 305 – Legislative Process and U.S.CongressSTS/BPS 101 – Introduction toScience, Technology and SocietySTS.HNR/ECS 318 – Technology:Past and PresentPAF 351 – Global Social ProblemsPSC 124/139 – International RelationsPSC 308 – The Politics of U.S. PublicPolicyPSC 312 – Urban Government and PoliticsPSC 318 – Technology, Politics andEnvironment63

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 11 Relationship between program educational objectives and courses in the B.S. EnvironmentalEngineering curriculum. The objectives are traits that our graduates are expected to have 3-5 years aftergraduation. Therefore, the goal in these courses is to provide the educational background to help studentsdevelop these abilities.Program Educational Objective1. [Graduates] apply technicalknowledge and problem-solvingskills to advance their careers.2. [Graduates] apply technicalknowledge and problem-solvingskills to serve their community,society, and profession.3. [Graduates] are prepared forengineering practice and advancedstudies in civil/environmentalengineering.4. [Graduates] engage in life-longlearning to keep themselvesabreast of new developments intheir fields of practice or study.5. [Graduates] are capable ofeffective written and oralcommunication.CoursesECS 101, 221, 325, 326CIE 272, 274, 337, 341, 352, 442, 471,472,475ERE 441Technical ElectivesECS 101CIE 272, 274, 337, 341, 352, 475Technical ElectivesProfessional ElectivesECS 101CIE 272, 274, 337, 442, 471, 475GEO 383Technical ElectivesProfessional ElectivesECS 101CIE 274, 341, 472, 475SSH Group RequirementWRT 105, 205ECS 101CIE 274, 341, 442, 471, 472, 4752.5.1.2 Alignment of Curriculum with Objectives and OutcomesThe program educational objectives represent traits that we expect our graduates to display 3-5 years after graduation. One goal of our curricula, therefore, is to put our students on a paththat will lead to the attainment of these objectives after they graduate.Table 11 provides a view of how the courses in the B.S. Environmental Engineeringcurriculum support the five educational objectives. The first educational objective concernsthe ability of our graduates to apply their technical and problem-solving ability to advancetheir careers. Almost all of the technical courses in the curriculum serve this objective byproviding students with technical knowledge and practice in problem-solving. The64

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011knowledge and skill-set that are developed in the technical component of the curriculumprovide the basis for our graduates’ success in a broad array of careers.The second objective involves the application of technical knowledge and problem-solving toserve community, society, and profession. Again, virtually the entire technical component ofthe curriculum serves this objective by developing technical knowledge and problem-solvingskills. More specifically, though, there are several courses highlighting engineering in a socialand/or professional context, that address this objective particularly well. The role of theengineer in society, the importance of professional certification, and the importance ofeconomic, environmental and social factors in engineering design are covered in variouscourses throughout the curriculum (especially ECS 101, CIE 274 and CIE 475). Also, byemphasizing sustainability concepts throughout the curriculum, we hope to instill in ourgraduates an understanding of the importance of considering the environmental, social, andeconomic consequences of the decisions they make as engineers and in their everyday lives.Our third objective addresses the preparedness of our graduates for engineering practice andadvanced study. Our curriculum serves this objective in two important ways. First, in coursessuch as ECS 101 (Introduction to Engineering and Computer Science) and CIE 475 (SeniorDesign), at the beginning and the end of the curriculum, we stress what it means to be a“professional.” Discussion of ethics, professional standards, the practice of engineering, andthe importance of professional certification help prepare our students for practice andadvanced study. Second, laboratory exercises and assignments involving modern tools anddata analysis give our students practical skills that will serve them in the workplace and ingraduate study.Objective four involves engagement in life-long learning. In discussing professional practicein various courses (especially ECS 101 and CIE 475), the importance of life-long learning inthe form of continuing education is discussed. Skills for life-long learning are also developedin courses such as CIE 472 (Applied Environmental Microbiology), in which students locate,select, and use materials from the literature to research a topic in public health,bioremediation, or other microbiologically relevant topics.Skills for attaining objective five – effective oral and written communication – are developedin two required writing courses in the freshman and sophomore years (WRT 105, 205). Theseskills are further developed in required technical courses that contain either oralpresentations, essay-form written work, or both. Students make formal oral presentations inECS 101, CIE 274, CIE 341, CIE 472 and CIE 475. Students write essay-style reports inECS 101, CIE 274, CIE 341, CIE 442, CIE 471, CIE 472, and CIE 475. In all of thesecourses, students receive feedback on their written work. In some cases, they have theopportunity to revise and re-submit their written work.The relationship between student outcomes and courses in the environmental engineeringcurriculum is summarized in Table 12. All of the outcomes are addressed in multiple coursesin the curriculum, and are addressed at various points throughout the curriculum. Here, webriefly summarize the manner in which the curriculum addresses each of the studentoutcomes.65

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011(a) An ability to apply knowledge of mathematics, science, and engineering. This abilityis developed in basic math and science courses, and applied to engineering situationsin most of the technical courses in the curriculum.(b) An ability to design and conduct experiments, as well as to analyze and interpret data.These abilities are first developed in lab courses that range from basic sciencelaboratories in chemistry, physics, and earth science. Data analysis is covered as aformal topic in CIE 272 (Civil Engineering Measurements), but data analysis andinterpretation take place in most of the junior- and senior-level courses in thecurriculum. Extensive laboratory work in environmental engineering topics isincorporated into several required courses.(c) An ability to design a system, component, or process to meet desired needs withinrealistic constraints such as economic, environmental, social, political, ethical, healthand safety, manufacturability, and sustainability. Students begin the design process intheir first semester in the program, in ECS 101. Further instruction in design takesplace in several required courses. Incorporation of constraints increases gradually,culminating in the senior design project carried out in CIE 475.(d) An ability to function on multi-disciplinary teams. Team-based exercises areincorporated in several required classes. In some, students from different majors worktogether. For example, CIE 471 and 472 include students from environmental andchemical engineering, as well as biology students.(e) An ability to identify, formulate, and solve engineering problems. Engineeringproblem-solving is fundamental to most of the courses in the curriculum. Formaltraining in the identification, formulation and solution of engineering problems beginsin ECS 101 in the first semester.(f) An understanding of professional and ethical responsibility. Professionalism,including ethical responsibility, is directly addressed at the beginning and end of thecurriculum in ECS 101 and CIE 475 (Senior Design). These experiences includediscussions with practitioners. Ethics is also discussed in a variety of specific contextsin other courses in the curriculum. For example, environmental justice is covered inCIE 274 (Civil and Environmental Systems) and CIE 341 (Introduction toEnvironmental Engineering).(g) An ability to communicate effectively. Practice in oral and written communication isincorporated throughout the curriculum. Students are required to make oralpresentations on design and analysis projects in several classes. These are generallyaccompanied by the preparation of written reports. In some laboratory courses,students are required to submit narrative reports (Introduction, Methods, Results,Discussion, Conclusions).66

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 12 Mapping of student outcomes to required and selected elective courses in the environmentalengineering curriculum. Symbols: × denotes that the outcome is addressed in the course; ○ denotes that theoutcome is indirectly related to the course.Environmental EngineeringProgram OutcomesCourses (Required and Selected Electives) a b c d e f g h i j kMAT 295 – Calculus 1 × ×MAT 296 – Calculus 2 × ×MAT 397 – Calculus 3 × ×MAT 485 – Diff. Eq. and Matrix Algebra × ×WRT 105 – Studio 1 × ×WRT 205 – Studio 2 × ×CHE 106 – General Chemistry 1 ×CHE 107 – General Chemistry Lab 1 × × ×CHE 116 – General Chemistry 2 ×CHE 117 – General Chemistry Lab 2 × × ×PHY 211 – General Physics 1 ×PHY 221 – General Physics Lab 1 × × ×EAR 203 – Earth System Science × × × ×GEO 383 – Geographic Information Systems × × × ×ECS 101 – Intro to Engineering and Comp. Sci. × × × × × ×ECS 221 – Statics × × ×ECS 325 – Mechanics of Materials × × × ×ECS 326 – Engineering Materials × × × × ×ECS 222 – Dynamics × ×MAE 251 - Thermodynamics × ×ELE 231 – Electrical Engineering Fundamentals × × × × × × ×CHE 356 – Physical Chemistry ×CIE 272 – Civil Engineering Measurements × × × × ○ × ○ ×CIE 274 – Civil and Environmental Systems × × × × × × × × × × ×CIE 327/MAE 341 – Fluid Mechanics × × ×CIE 337 – Geotechnical Engineering 1 × × × × × × ×CIE 341 – Environmental Engineering 1 × × × × × × × × × × ×CIE 352 – Water Resources Engineering × × × × × × × × × × ×ERE 441 – Air Pollution Engineering × × × × × ×CIE 442 – Treatment Processes × × × × × × × ×CIE 471 – Environmental Chemistry × × × × × ○ × ×CIE 472 – Appl. Environmental Microbiology × × × × × × × ×CIE 475 – Senior Design × × × × × × × × ×(h) The broad education necessary to understand the impact of engineering solutions in aglobal, economic, environmental, and societal context. Students gain a broadeducation through the use of professional electives, social science and humanitieselectives, and their free elective. The curriculum specifically addresses global,economic, environmental, and societal contexts in several ways. First, the67

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011incorporation of the group requirements for the social science and humanitieselectives (Table 10) forces students to include some formal learning in public affairs,global issues, sociology and economics. Second, the incorporation of sustainability inthe curriculum connects engineering analysis and design to environmental, economic,and social issues. Finally, the capstone design experience incorporates theseconstraints in a realistic design project.(i) A recognition of the need for, and an ability to engage in life-long learning. Theimportance of life-long learning as a component of professional life is discussed invarious courses (especially ECS 101 and CIE 475). Skills for life-long learning aredeveloped in several courses that incorporate independent research.(j) A knowledge of contemporary issues. Many of the most vexing contemporary issuesinvolve environmental systems. Global climate change, water scarcity, contaminantfate and transport, and environmental justice are just a few examples. Environmentalengineering students learn about these and others in required courses across thecurriculum. Technical and professional electives offer an additional avenue tostrengthen their education in this area.(k) An ability to use the techniques, skills, and modern engineering tools necessary forengineering practice. This outcome is addressed in several ways in the curriculum.Most of the laboratory courses in the curriculum provide hands-on instruction usingmodern equipment. Other courses include instruction in software and/or problemsolvingtechniques specific to the topic. Finally, courses developing ability in dataanalysis help students to attain this outcome.2.5.1.3 Meeting the General and Program-Specific CriteriaThe manner in which the B.S. Environmental Engineering curriculum meets the generalcriteria for accreditation is illustrated in Table 13. Each course in the curriculum is listed,with the number of credit hours attributable to the four major categories: Math & BasicSciences, Engineering Topics, General Education, and Other. Also included in Table 13 arethe last two semesters in which each course was offered and the average section enrollmentsfor those offerings, except for true electives.The distribution of the required 128-129 credit hours depends on the student’s selection of anengineering science elective. At a minimum, each graduate of the environmental engineeringprogram takes 33 credit hours of mathematics and basic sciences. This exceeds the minimumrequirement of 32 credit hours, and the minimum percentage (26%) exceeds the requirementof 25%. To satisfy this requirement, one credit hour of mathematics is claimed for CIE 272(Civil Engineering Measurements). Basic probability and statistics constitutes more than onehalfof this class. Also, one credit hour of basic science is claimed for CIE 274 (Civil andEnvironmental Systems), which includes extensive coverage of ecological concepts andchemistry. Other courses for which we could claim basic science credit, but do not, includeCIE 471 (Environmental Chemistry and Analysis) and CIE 472 (Applied Environmetnal68

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Microbiology). Also, students selecting CHE 346 (Physical Chemistry) to satisfy theirengineering science elective earn an additional three basic science credits.At a minimum, graduates from the environmental engineering program earn 52 credit hoursin engineering topics. Students who do not select CHE 346 to satisfy their engineeringscience elective will earn at least 55 credit hours in engineering. In either case, the number ofcredit hours exceeds the required minimum of 48, and the minimum percentage (41%)exceeds the requirement of 37.5%. We do not claim engineering credit for GEO 383(Geographic Information Systems), although this is arguably an engineering topic. Also, ifstudents elect to take engineering courses to fulfill their professional and/or free electives, thenumber of credits in engineering topics will be correspondingly greater.General education and “other” courses account for no more than 37 and 3 credit hours,respectively.69

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011B.S. Environmental Engineering – Syracuse UniversityTable 13 Curriculum chart for the B.S. Environmental Engineering degree program. Courses are listed in the order they are typically taken.CourseRequired (R),Elective (E), orSelected Elective(SE).Math & BasicSciencesCurricular Area (Credit Hours)Engineering Topics(√) IndicatessSignificant DesignGeneral EducationOtherLast Two Termsthe Course wasOffered:Semester/ YearAverage Section Enrollment forthe Last Two Terms the Coursewas OfferedECS 101 – Introduction to Engineering and Computer Science R 3 (√) F09, F10 50MAT 295 – Calculus I R 4 F10, Sp11 29CHE 106/107 – General Chemistry I (+Lab) R 4 F09, F10 265(lec)/27(rec)/26(lab)WRT 105 – Writing Studio I R 3 F10, Sp11 17SS/Hum Elective E 3 N/A N/AMAT 296 – Calculus II R 4 F10, Sp11 29CHE 116/117 – General Chemistry II (+Lab) R 4 Sp10, Sp11PHY 211/221 – General Physics I (+Lab) R 4 F10, Sp11 223(lec)/22(rec)/19(lab)SS/Hum Elective E 3 N/A N/AECS 221 - Statics R 3 F10, Sp11 76(lec)/24(lab)CIE 272 – Civil Engineering Measurements R 1 2 F09, F10 80(lec)/18(lab)MAT 397 – Calculus III R 4 F10, Sp11 32SS/Hum Elective E 3 N/A N/ASS/Hum Elective E 3 N/A N/ACIE 274 – Civil and Environmental Systems R 1 2 Sp10, Sp11 90.5ECS 325 – Mechanics of Materials R 4 F10, Sp11 67(lec)/19(rec)Table 13 (continued below).70

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Curricular Area (Credit Hours)CourseRequired (R), Elective (E), orSelected Elective (SE). 2Math & Basic SciencesEngineering Topics(√) Indicatess SignificantDesignGeneral EducationOtherLast Two Terms the Course wasOffered: Year and SemesterAverage Section Enrollmentfor the Last Two Terms theCourse was OfferedMAT 485 – Differential Equations and Matrix Algebra R 3 F10, Sp11 34EAR 203 – Earth System Science (includes lab) R 4 Sp10, Sp11 104(lec)/34(lab)WRT 205 – Writing Studio II R 3 F10, Sp11 18CIE 337 – Introduction to Geotechnical Engineering R 4 F09, F10 60(lec)/24(lab)CIE 341 – Introduction to Environmental Engineering R 3 F09, F10 68MAE 341 – Fluid Mechanics R 4 F09, F10 180(lec)/22(rec)SS/Hum Elective E 3 N/A N/ASS/Hum Elective E 3 N/A N/ACIE 352 – Water Resources Engineering R 4 (√) Sp10, Sp11 43ECS 222 – Dynamics SE 3 Sp10, Sp11 153(lec)/26(rec)ECS 326 – Engineering Materials SE 3 F10, Sp11 119(lec)/33(rec)ELE 231 – Electrical Engineering Fundamentals SE 3 F09, F10 61(lec)/14(lab)MAE 251 – Thermodynamics SE 4 Sp10, Sp11 118(lec)/23(rec)CHE 346 – Physical Chemistry SE 3 F09, F10 33GEO 383 – Geographic Information Systems R 4 F10, Sp11 21Professional Elective E 3 N/A N/A71

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011CourseRequired (R), Elective (E),or Selected Elective (SE).Curricular Area (Credit Hours)Math & Basic SciencesEngineering Topics(√) Indicatess SignificantDesignGeneral EducationOtherLast Two Terms the Coursewas Offered: Year andSemesterAverage SectionEnrollment for theLast Two Terms theCourse wasOfferedProfessional Elective E 3 N/A N/ACIE 471 – Environmental Chemistry and Analysis R 3 F09, F10 12CIE 472 – Applied Environmental Microbiology R 3 (√) F09, Sp11 19CIE 442 – Treatment Processes R 4 (√) F10 (new) 46(lec)/23(lab)ERE 441 – Air Pollution Engineering (now GNE 461) R 3 (√) F09, F10 22Free Elective E 3 N/A N/ACIE 475 – Senior Design R 4 (√) Sp10, Sp11 52Professional Elective E 3 N/A N/ATechnical Elective E 3 N/A N/ATechnical Elective E 3 N/A N/ATOTALS: ABET BASIC-LEVEL REQUIREMENTS 33-36 52-56 37 3OVERALL TOTAL CREDIT HOURS FOR THE DEGREE 128-129PERCENT OF TOTAL 26-28% 41-43% 29% 3%Total must satisfy either credit hours or percentageMinimum Semester Credit Hours 32 48Minimum Percentage 25% 37.5 %72

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011A detailed explanation regarding how the B.S. Environmental Engineering curriculum meetsthe program criteria established by the American Academy of Environmental Engineers isincluded in Section 3 of this self-study document. Table 14 includes a summary showing thenumber of the credit hours of coursework ascribed to each of the major curricular categoriesdescribed in the program criteria. [Please note that the assignment of credit hours by categoryin Table 14 is often approximate, since many courses incorporate coverage of severalcategories. Also, the categories overlap. For example, laboratory experiments may alsorepresent advanced principles and practice.]2.5.1.4 Capstone Design ExperienceEducation in engineering design takes place in several courses in the environmentalengineering curriculum (Table 13). Beginning in ECS 101 in the first semester of theprogram, students are introduced to design concepts and undertake design exercises. Later,they perform design calculations for hydraulic systems (CIE 352 – Water ResourcesEngineering), air pollution control systems (ERE 441 – Air Pollution Engineering), water andwastewater treatment (CIE 442 – Treatment Processes), and other applications.The culminating design experience in the environmental engineering curriculum occurs inCIE 475 – Civil and Environmental Design (“Senior Design”). Ideas for student projects aresolicited from a variety of friends of the department, practitioners working for governmentagencies (e.g., NY DOT), consulting firms, and utilities. The projects are vetted by thecourse instructors to ensure that they include multidisciplinary components, incorporateappropriate complexity of design alternatives and constraints, and can be completed with arealistic effort. Although not essential, we look for projects that are timely and involve issuesof current interest. For example, alternatives for the treatment of waste from gas drilling inthe Marcellus Shale – a topic of considerable controversy in central New York – was one ofthe projects in 2010. The instructors ensure that all projects include both elements that can betackled using concepts and skills acquired in required courses that the students have alreadytaken, and elements that require new learning. Support for this new learning is provided byappropriate CIE faculty.The projects are normally carried out in teams of 4-8 students. Team leaders are selected bythe students. Although students are allowed to allocate design tasks among themselves, allstudents are expected to be capable of explaining and defending design alternatives anddecisions. In addition to the course instructors, practitioners from the community are broughtin to the course on a regular basis to advise the students on current standards of practice asthey relate to the individual projects. These practitioners also make presentations to the classon ethics, professional practice, the importance of professional licensure, continuingeducation, and other important topics that relate to our educational outcomes.All capstone design projects must include a cost analysis and consideration of environmentaland social factors related to the design alternatives.73

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Table 14 A summary of the credit hours of coursework used to satisfy program-specific criteria for the B.S. degree inEnvironmental Engineering. A narrative discussion of the program-specific criteria may be found in Section 3 of thisself-study document. Credit hours not assigned to the final category because issues of professional practice overlapwith other categories in the table.Category…mathematics through differentialequations, probability and statistics…calculus based physics, general chemistry…an earth science relevant to the program ofstudy…a biological science relevant to the programof study…fluid mechanics relevant to the program ofstudy…introductory level knowledge ofenvironmental issues associated with air,land, and water systems and associatedenvironmental health impactsCourses (credit hours for category)MAT 295(4), 296(4), 397(4), 485(3)CIE 272(1)PHY211(3)CHE106(3), 116(3)EAR 203 (3) [or EAR 101(3)]CIE 337(1), 352(1)CIE 274(1), 472(3)MAE 341(4) [or CIE 327(4)]CIE 352(1)CIE 274(1), 337(1), 341(3), 352(0.5)ERE 441(3)Total forCategory1695458.5…conducting laboratory experiments andcritically analyzing and interpreting data inmore than one major environmentalengineering focus area…performing engineering design by means ofdesign experiences integrated throughout theprofessional component of the curriculumCHE 107(1), 117(1)PHY 221(1)EAR 203(1) [or EAR 101(1)]CIE 272(1), 274(1), 341(1), 352(1),337(1), 442(1), 471(1), 472(1)12ECS 101(1),CIE 352(1), 442(2),471(0.5), 472(1) 475(4),ERE 441(2) 11.5…to be proficient in advanced principles andpractice relevant to the program objectives…understanding of concepts of professionalpractice and the roles and responsibilities ofpublic institutions and private organizationspertaining to environmental engineeringCIE 352(0.5), 442(1), 471(2),ERE 441(1)Technical Electives (varies)ECS 101,CIE 274, 341, 352, 442ERE 441,Technical Electives>4.5N/A74

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.5.1.5 Cooperative EducationStudents in all majors in the L.C. Smith College of Engineering and Computer Science,including environmental engineering, may participate in the cooperative education program.Activities undertaken during cooperative work experiences may not be used to satisfycurricular requirements.Students may petition to use work done during an internship or cooperative placement fortechnical elective credit if: (1) the work was unpaid; and (2) the student signs up for threecredit hours of Independent Study (CIE 490) and prepares a report under the supervision of afull-time faculty member.2.5.1.6 Materials Available for ReviewCourse syllabi, textbooks, student work, exams, laboratory exercises, and other educationalmaterials will be available for the ABET visitors. A copy of the undergraduate handbook thatall students receive upon matriculation will also be available.2.5.2 Course SyllabiSyllabi for the courses used to satisfy the general and program-specific requirements arelocated in Appendix A. They are ordered by course number, irrespective of prefix.75

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.6 Faculty2.6.1 Faculty QualificationsThe Civil and Environmental Engineering Department currently has 12 full-time facultymembers. Of these, six are principal contributors to the environmental engineering program.A summary profile of each full-time faculty member is given in Table 15. More detailedbiographies are located in Appendix B. Also, the “Faculty Qualifications” table requested inthe ABET Self-Study Questionnaire is located at the beginning of Appendix B.Table 15 Profiles of full-time faculty in the B.S. Environmental Engineering program. *P – Professor, AP –Associate Professor, EP – Emeritus Professor, PoP – Professor of Practice, UP – University ProfessorFull-timeFacultyRank *Highest Degree Earned(Institution, Year)ProfessionalRegistration(State)Area of ExpertiseDavid G.ChandlerPoPPh.D.(Cornell University, 1998)NoneHydrology, WaterResourcesAndria M.CostelloStaniecAPPh.D.(California Inst. of Tech., 1999)NoneEnvironmentalMicrobiologyCliff I.DavidsonPPh.D.(California Inst. of Tech., 1977)NoneSustainability,AerosolChemistry andPhysicsCharles T.DriscollUPPh.D.(Cornell University, 1980)EIT (Maine)EnvironmentalChemistryChris E.JohnsonPPh.D.(Univ. of Pennsylvania, 1989)NoneEnvironmentalChemistryRaymond D.LettermanPPh.D.(Northwestern University, 1972)P.E. (NY, IL)Water andWastewaterTreatmentThe full-time faculty in the program are highly qualified to teach in the environmentalengineering curriculum. Some highlights of their qualifications include:• All of the program faculty have earned Ph.D. degrees.• The six full-time faculty who are primarily responsible for the B.S. program inEnvironmental Engineering have a combined 143 years of full-time universitylevelteaching experience.76

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011• One faculty member (Charles Driscoll) is a member of the National Academy ofEngineering).• One member of the faculty holds an endowed chair. Cliff Davidson is the Thomasand Colleen Wilmot Professor of Sustainable Engineering. He is one of only threeendowed professorships in the L.C. Smith College of Engineering and ComputerScience.• One is a University Professor (Charles Driscoll), so named for his excellence inscholarship. Professor Driscoll is one of eight University Professors at SyracuseUniversity.• One environmental engineering faculty member was a NSF CAREER awardrecipient (Andria Costello).• One was a Fulbright Scholar (Chris Johnson).Table 16 provides profiles of the four currently active adjunct faculty in the B.S.Environmental Engineering program. More detailed biographical information for thesefaculty members is also included in Appendix B. Dr. Kaczmar and Mr. Wazenkewitz arequalified to teach by virtue of their extensive professional experience. Dr. Kaczmar isPrinciple Scientist at O’Brien and Gere, a large consulting firm in Syracuse. He teachescourses in environmental health (CIE 400) and hazardous waste management (CIE 555). Mr.Wazenkewitz recently retired from the New York State Department of EnvironmentalConservation. He teaches our course in solid waste management (CIE 558).Table 16 Profiles of adjunct faculty in the B.S. Environmental Engineering program. *CIH – CertifiedIndustrial HygienistAdjunct Faculty Rank * Highest Degree Earned(Institution, Year)ProfessionalRegistration(State)Area ofExpertiseJoan V. DannenhofferAdjunctM.S.(Univ. of Connecticut, 1997)P.E. (CT)Mechanics/MaterialsSwiatoslav W. KaczmarAdjunctPh.D.(Michigan State Univ., 1983)C.I.H.* (NY)EnvironmentalEmmet M. Owens, Jr.AdjunctM.S.(Colorado State Univ., 1974)P.E. (NY)Environmental/ WaterResourcesDavid S. WazenkewitzAdjunctB.S.(Syracuse University, 1983)P.E. (NY)EnvironmentalThe other two adjunct faculty have extensive experience in full-time university-levelteaching. Ms. Dannenhoffer teaches physics and engineering technology at SUNY-Morrisville. Mr. Owens was a member of the CIE faculty, teaching water resources77

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011engineering and fluid mechanics, before joining the staff at Upstate Freshwater Institute inSyracuse.2.6.2 Faculty WorkloadThe faculty of the Department of Civil and Environmental Engineering are dedicated toteaching, scholarly research, student advising and service. Data concerning the workloads ofthe faculty in the 2010-2011 academic year are provided in Table 17, below.Teaching one three- or four-credit course is nominally considered to account for 15% of anacademic-year appointment. With a normal service load of 10%, a full-time faculty memberteaching three courses per semester, or six courses per academic year, would therefore have aworkload of 90% teaching and 10% service. Full-time faculty with active research programsare expected to teach four courses per year, for a distribution of 60% teaching, 30% research,and 10% service. Faculty may further reduce their teaching loads by funding a portion of theiracademic-year salaries from grant sources. Teaching loads are also reduced for faculty whoare assigned administrative duties and for the two endowed chairs in thedepartment. University Professors are free to select their own teaching loads.78

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011B.S. in Environmental Engineering – Syracuse UniversityTable 17 Faculty workload summary for the B.S. degree program in Civil EngineeringFaculty MemberDavid G. ChandlerAndria M. Costello StaniecCliff I. DavidsonCharles T. DriscollChris E. JohnsonProgram Activity Distribution 3 % of TimePT orFT 1 Classes Taught (Credit Hrs.) – Term, Year 2 Research orDevoted toTeachingOther 4Scholarshipthe Program 5CIE 341 (3) – Fall, 2010CIE 471/671 (3) – Fall, 2010FTCIE 352 (4) – Spring, 201160 30 10 100CIE 475 (4) – Spring, 2011ECS 101 (3) – Fall, 2010FTCIE 472/672 (3) – Spring, 201130 30 40 50CIE 274 (3) – Spring, 2011FTECS 650 (3) – Spring, 201115 75 10 100CIE 457/657 (3) – Fall, 2010FTCIE 274 (3) – Spring, 201130 50 20 100CIE 272 (3) – Fall, 2010FTCIE 400/600 [Env. Geostatistics] (3) – Spring, 201130 30 40 100Raymond D. Letterman FT CIE 442 (4) – Fall, 2010 15 45 40 100Joan V. Dannenhoffer PT ECS 326 (3) – Spring, 2011 100 0 0 100Swiatoslav W. Kaczmar PT CIE 400/600 [Environmental Health] (3) – Spring, 2011 100 0 0 100Emmet M. Owens, Jr. PT CIE 400/600 [Water Quality Modeling] (3) – Fall, 2010 100 0 0 100David S. Wazenkewitz PT CIE 558 (3) – Spring, 2011 100 0 0 1001 FT or PT - Full Time or Part Time; 2 For the 2010-2011 academic year, 3 expressed as % of effort in the program, 4 includes administration and leave of absence,5 of total time effort at the institution.79

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011All of the full-time faculty in the department are engaged in research that has led topublications in peer-reviewed journals, conference proceedings, monographs and engineeringhandbooks. The research conducted by the faculty in the department encompassestheoretical, computational, and experimental work. A list of selected publications for eachfaculty member is included in their faculty CVs in Appendix B.All CIE faculty serve as advisors to undergraduate students. At present, each full-timefaculty member advises an average of 20-25 undergraduate students. In this role, faculty helpstudents with course selection, planning for minors and double-majors, job and/or graduateschool searching, and general advice. Building personal advising and mentoring relationshipsearly in the curriculum helps our students secure knowledgeable recommendations forscholarships, jobs and internships, and generally promotes a more customized academicexperience.In addition to teaching and research, full-time faculty members are expected to serve onDepartment, College and/or University Committees. On average, full-time faculty serve ontwo committees per year. Our faculty also provide service to the profession by serving asreviewers and editors of engineering and scientific journals, as chairs or members on nationalcommittees in organizations such as ASCE, the Water Environment Federation, and others,and as organizing committee members and session organizers for professional and technicalconferences.Adjunct faculty members play an important supporting role in the department. They enhancethe quality of the program by increasing the breadth and number of course offerings in thedepartment. By bringing their practical experience and expertise into the classroom, theygive students valuable insight into current standards of practice and the nature of theengineering workplace.2.6.3 Faculty SizeThe size of the program faculty is adequate to deliver the curriculum, while also allowing thefaculty time for research and service activities, professional development, and interactionswith industry and practitioners. In the last three years, increasing undergraduate enrollment,especially in the civil engineering program, has resulted in an unusually high student:facultyratio of 25:1 in the department. With five faculty teaching reduced loads due to service andresearch obligations, this has resulted in enrollments of 60-100 students in some requiredsophomore- and junior-level CIE courses. It would be preferable to teach these courses insmaller sections to improve the quality of faculty-student interaction. Our presently highstudent:faculty ratio has also resulted in advising loads of 25-35 undergraduate advisees perfaculty member. Although manageable, a lower number would allow for a more personalizedadvising experience for CIE students.The sharp increase in undergraduate enrollment in our programs in the past 3-4 years isexciting, but also is clearly stretching departmental resources. If this trend continues,additional faculty resources will be necessary to continue to provide top-quality education toour students. Three new faculty members have been hired in the past three years – twoendowed professors and one professor of practice. Searches are currently underway for two80

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011faculty positions. One, in the area of treatment processes, will be a junior-level hire. Thesecond search is for a senior-level hire in the area of water science and technology. This is ajoint effort between the L.C. Smith College of Engineering and Computer Science and theCollege of Arts & Sciences, and could result in an appointment in CIE, Earth Sciences, or ajoint position.2.6.4 Professional DevelopmentDepartment faculty keep abreast of new developments in their fields in a variety of ways.Syracuse University, through its library system, provides electronic access to all of theleading scientific and engineering journals (and many, many others). The SU Library alsosubscribes to Compendex, Web of Knowledge and Scopus, providing faculty the means toquickly identify a broad spectrum of relevant work. The Department and College alsoprovide funds to support faculty travel to technical conferences and specialty workshops, aswell as funds for speakers to come to Syracuse. All our faculty have attended and presentedpapers at national and international conferences. Some have served as session organizers oracted as keynote speakers in these conferences. Many have served as panel reviewers offederal grant proposals, and all have served as reviewers of technical and scientific journalsin their areas of expertise. Some have been invited to serve on editorial boards of archivaljournals. The majority of the faculty are also active in professional organizations and/ortechnical/scientific committees. Details of these activities can be found in the faculty CVs inAppendix B.2.6.5 Authority and Responsibility of FacultyAuthority over all aspects of the civil and environmental engineering degree programs restsprimarily with the department faculty. With a relatively small faculty of 12, the departmentfaculty act as a “committee of the whole” to deliberate over and enact changes to curricula,educational objectives, and student outcomes. While the department chair and programdirector coordinate the collection and basic analysis of assessment data, evaluation andassessment take place at regular faculty meetings with all faculty participating. Similarly,individual faculty prepare continuous quality improvement (CQI) documents for theircourses, which are circulated to all faculty and discussed at faculty meetings and retreats. Anyfaculty member may propose changes to curriculum, objectives, and outcomes. Such changesrequire a majority vote of the faculty.To make the “committee of the whole” system work, individual faculty are responsible forattending faculty meetings, reviewing materials, preparing CQI forms for their courses in atimely manner, and participating in assessment and evaluation activities. Faculty teachingECS 101, CIE 272, CIE 341, and CIE 475 are expected to complete DAC forms at the end ofeach semester. As the department transitions to the use of performance indicators forassessment of student outcomes, broad faculty participation will be necessary to implementperformance indicators and rubrics in a wide range of courses.The department chair plays a leading role in the continuous improvement of the program by:coordinating the collection and analysis of assessment data, setting the agenda of facultymeetings to ensure timely assessment, working with college and university committees who81

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011must consider and approve curricular changes, and coordinating the process of courseassessment using CQI forms.The Dean and Senior Associate Dean coordinate preparations for the ABET accreditationprocess and provide advice to chairs and program directors regarding accreditation-relatedissues. The Senior Associate Dean is an ex officio member of the Committee on AcademicAffairs, which is responsible for course and curricular matters. The Dean and the Dean’sOffice also coordinate alumni surveys, which are essential for the assessment and evaluationof program educational objectives.82

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.7 Facilities2.7.1 Offices, Classrooms and LaboratoriesThe administrative office of the Department of Civil and Environmental Engineering islocated in a suite on the first floor of Link Hall (151 Link). The office is equipped with ahigh-capacity photocopy machine, color laser printer, and a fax machine. All departmentfaculty and staff have their own office computers and telephones. All desktop computers areconnected to the campus-wide network, allowing access to central records and the internet.With funding from an alumnus, a renovated “CIE suite” was created and opened in 2009-2010. In addition to upgrading the quality of the space and office furniture, this renovationprovided an opportunity to bring the faculty together, physically, for the first time in manyyears. Ten of the 12 full-time faculty members now have their offices in 151 Link Hall. Theother two faculty have offices on the fourth floor, in the new “Link+” facility, which is theon-campus home of the Syracuse Center of Excellence in Environmental and EnergySystems. All offices are maintained regularly by a university custodian.The renovation of the CIE Suite also provided for two adjunct/post-doc offices, new officespace for graduate assistants, a construction engineering computer lab, a student lounge, asenior design space, and a CIE-dedicated multimedia classroom.The creation of a CIE suite has had several beneficial effects on our programs. Faculty arenow more accessible to students. By having the faculty offices located together, the numberof chance encounters between faculty and students has increased. The new undergraduatelounge gives our students a place to meet, study and collaborate. Since the lounge is part ofthe suite, students can walk a few steps to consult with faculty and TAs to get help withassignments and projects.Classroom instruction in the Civil and Environmental Engineering Department is carried outin classrooms located primarily in Link Hall, but also in classrooms across the main campusof Syracuse University. Although the university has a shortage of classrooms, necessitatingcareful scheduling, the quality of the classroom facilities is adequate. All classrooms areequipped with writing boards (chalk boards or white boards), screens, and overheadprojectors. Almost all are also equipped with advanced audio-visual equipment includingdocument cameras and computer projection. The tables and chairs in the classrooms aregenerally in good shape. Most classrooms have windows and good lighting conditions.Laboratory instruction takes place in Link Hall and out in the field. The Department andCollege have invested heavily in hardware, software, equipment and instrumentation toenhance instruction. A recent gift of $400,000 from an alumnus was used to purchaseequipment for the geotechnical, structural, environmental, and hydraulics laboratories.Internal funds are also budgeted annually (currently $40,000) for repair, replacement, andacquisition of new equipment and software. A summary of major equipment available forinstruction may be found in Appendix C.83

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Laboratories for surveying (CIE 272) and transportation engineering (CIE 443) take placeoutdoors. The indoor instructional laboratories used for other courses are generally wellmaintained.Table 18 summarizes the laboratory facilities used for departmental instruction.Table 18 Instructional laboratory space used in the civil and environmental engineering curricula. Table doesnot include computing laboratories, which are centrally controlled by the college.Location Laboratory Use Condition AdequacyStations(Students per Stations)Area(ft 2 )Link 0002 Soil Mechanics (CIE 337) Very Good Very Good 5 (7) 3,366Link 051 Hydraulics (CIE 352) Good Fair 4 (6) 680Link+High BayLink 142Link 405Structures & Materials(CIE 331, CIE 332)Capstone Design/Project(CIE 101, CIE 475)Environmental Chemistryand Microbiology(CIE 442, CIE 471)Excellent Very Good N/A 1,856Very Good Very Good 5 (6) 329Excellent Very Good 8 (4) 1,003A more detailed description of each of the laboratories is given below.Soil Mechanics Laboratory (Link 0002) The undergraduate geotechnical teachinglaboratories in the Department of Civil and Environmental Engineering are located in Link0002, and are used for CIE 337 (Introduction to Geotechnical Engineering). Theundergraduate lab space has an open plan, with access to several specialty/research labs.There are five instructional benches with sinks and stools. A teaching station and projectionscreen are used to introduce each exercise. Students attend eight three-hour lab sessions overthe course of the semester. Each lab section is limited to a maximum enrollment of 30students, with no more than 6-7 students per group. Exercises include soil and rockclassification, grain size and Atterberg limits, compaction, hydraulic conductivity,consolidation, direct shear, and triaxial tests. Some exercises utilize PC-based dataacquisition systems.Structures & Materials Testing Laboratory (Link+ High Bay) The structures andmaterials testing laboratory is located in the high bay area in the “Link+” building. Thisfacility is used in CIE 331 (Structural Analysis), CIE332 (Design of Concrete Structures) andsome technical electives in the structures area. The structures laboratory contains a 3-Dreaction frame on a strong floor. This high-capacity frame is capable of supporting full-scaletests of a variety of structural components. Students in CIE 332 use the frame to test a fullscalereinforced concrete beam.84

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011The materials testing area of the lab houses three universal testing machines. These machinesare serviced and maintained periodically by a full-time ECS machinist (Mr. Richard Chave).These systems are used in CIE 331 and CIE 332 for testing of concrete and steel speciments.Undergraduate Environmental Engineering Laboratory (Link 405) The teachinglaboratory for environmental engineering is located in room 405 Link Hall, and is part of theCenter for Environmental Systems Engineering, which occupies the 4 th floor of Link Hall.The laboratory contains a white board, fume hoods, and appropriate equipment for laboratorysafety. The laboratory is connected to the deionized water system that supplies the 4 th floorcomplex. The laboratory also includes accommodations for students with disabilities. Thefacility is used for most of the laboratories conducted in the following undergraduateenvironmental engineering courses:• CIE 442 – Treatment Processes: bench-top experiments on flow-through reactors(tracer studies), kinetics of chlorine decay, settling of biological sludge, oxygenuptake by bio-solids, flocculation in batch reactors, and oxygen transfer at the airwaterinterface.• CIE 471 – Environmental Chemistry and Analysis: bench-top experiments onstandardization and analytical precision, experimental estimation of equilibriumconstants, acid-base titrations, alkalinity and the carbonate system, anddetermination of hardness.• CIE 472 – Applied Environmental Microbiology: bench-top experiments areconducted in the following areas: use of a light microscope, microbial structureand Gram staining procedure, enumeration of bacteria (standard plate count, totaland fecal coliform), biochemical oxygen demand, and enzyme activity.As necessary, other laboratory facilities and equipment on the 4 th floor of Link Hall are usedfor undergraduate teaching. For example, an autoclave, constant temperature rooms, ovens,and incubators are all available for undergraduate instruction. Also, some unit operationsexercises have been carried out in Link 444, which has an open area with a floor drainsuitable for work with large tanks.Capstone Design/Project Lab (Link 162) As part of the recent development of the CIESuite, Link 162 was purpose-built as a design space for ECS 101 (Introduction toEngineering and Computer Science) in the Fall semester, and CIE 475 (Senior Design) in theSpring semester. This lab contains moveable tables, bookshelves, a white board, and a flatscreenTV/monitor. Students can access the lab in the evenings and weekends using acombination lock.Hydraulics Laboratory (051 Link) Room 051 in Link Hall is used primarily for laboratoryinstruction in Water Resources Engineering (CIE 352). Some experiments in CIE 442(Treatment Processes) are also carried out in this facility. The lab houses a white board,countertop and cabinets, and four tables for students. Exercises carried out in this facilityinclude flow in open channels, hydraulic jumps, pipe networks, pump rating curves, andaeration.85

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.7.2 Computing ResourcesThe L.C. Smith College of Engineering and Computer Science maintains four computerlaboratories in Link Hall. [Additional LCS computer labs are located in the Center forScience and Technology, but those facilities are rarely used by civil and environmentalengineering students.] All computers are connected to the internet. A variety of generalpurpose (e.g., Microsoft Office, AutoCAD, Adobe, MathCAD, Maple, Matlab) anddiscipline-specific (e.g., FLAC, RISA3D, ANSYS, Civil 3D) software programs are installedfor student use. Each of the labs has a high-capacity laser printer. The computing equipmentis maintained by staff of the college’s Computing and Information Technology (CIT) group,and all software is updated periodically. Hardware is replaced on a cycle of 3-4 years. Table19 provides information on the capacity and condition of the computer laboratories in LinkHall.Table 19 Instructional laboratory space used in the civil and environmental engineering curricula. Table doesnot include computing laboratories, which are centrally controlled by the college.LaboratoryNumber of StudentStationsCondition ofLaboratoryAdequacy for InstructionLink 011 31 Fair GoodLink 201 19 Very Good Very GoodLink 202 34 Good GoodLink 274 36 Very Good Very GoodAll four computer laboratories in Link Hall are available for teaching. They all containprojection systems and white boards for instructional purposes. Each lab is closed formaintenance on a different night of the week, leaving at least three open at all times.In addition to the labs in Link Hall, all Syracuse University students have access to computerclusters located in academic and residential buildings across the campus. These are used byour students primarily for general computing such as word processing, e-mail, internetresearch, and spreadsheet applications. Because of licensing restrictions, engineering-specificsoftware packages are only accessible in LCS facilities.Upon matriculation into the university, each student is allocated 1 GB of virtual disk space onwhich they can save their work. Additional disk space may be requested. LCS students aregiven a print quota of 600 pages per semester. A per-page printing charge of $0.04 isassessed for printing in excess of this quota.Syracuse University operates and maintains a campus-wide wireless network called AirOrangeX, through which students can access their accounts. This network is accessible 24hours a day in all academic, residential, and administrative buildings.86

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011The computing facilities and resources in the college are adequate to meet the educational,scholarly, and administrative needs of the students, staff and faculty in the department. Eachsemester, faculty are asked to request software that they wish to use for instructionalpurposes. If the requested software will be used by departments across the college, CIT willacquire the software. If only one or two departments will use the software, the department(s)purchase(s) the software from their budgets and CIT installs the software in the laboratories.Where licensing permits, faculty and students can “borrow” licenses so that they can use thesoftware on their laptop computers. The use of the teaching laboratories in Link Hall forinstructional activities has grown over the years. As a result, there are times during the weekwhen it can be difficult for students to access LCS computers. At present, this is more of anuisance than a problem.Starting in 2010, the CIE department instituted a three-year cycle for the replacement of staffand faculty computers. Each year, one-third of the faculty and staff are allocated $1,200 fortheir discretionary use for the purchase of computing equipment.2.7.3 GuidanceAll undergraduate laboratory exercises are supervised by faculty and/or teaching assistantsknowledgeable about the use of the relevant equipment or computing resources. As much aspossible, students are encouraged to operate laboratory equipment for themselves. Mostlaboratory exercises begin with demonstration/training in the use of the experimentalapparatus(es) by faculty or teaching assistants. During the exercises, faculty and/or teachingassistants monitor students as they use the laboratory equipment.Training in the use of computer software occurs as part of laboratory exercises in severalclasses. This training is supervised by faculty and teaching assistants of those courses. TheCIT group staffs a help center on the second floor of Link Hall, near three of the computerlaboratories, where students can get help during normal business hours (8:30 AM – 5:00PM).2.7.4 Maintenance and Upgrading of FacilitiesThe university’s Physical Plant department is responsible for the basic maintenance of theinfrastructure serving laboratory and computing facilities – water, power, custodial care,lighting, etc. Maintenance of laboratory equipment is carried out by staff, faculty, andgraduate students. The college has four full-time “shop” employees, including two machinistsand an electronics technician, who service and repair equipment in the labs. They alsofabricate materials and devices for instructional purposes. A lab manager in the Center forEnvironmental Systems Engineering is responsible for maintaining equipment in theenvironmental engineering laboratories, including the teaching lab. Maintenance costs areborne by departments as part of their normal budgets.The purchase and/or upgrading of equipment is the responsibility of each department. TheCIE department budget includes an annual allocation, currently $40,000, for purchasing newequipment and software and for repair costs for existing equipment.87

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Major facilities renovations are coordinated by the Office of Design and Construction, inconsultation with the Dean and the Associate Dean for Research and Graduate Affairs.Computer facilities and equipment are maintained and upgraded by the CIT group in thecollege. The budget for the CIT group comes from the Dean’s Office. The CIT group installsand maintains hardware and software in the college’s computer laboratories. The CIT groupalso services computers in faculty and staff offices, as well as classrooms controlled by thecollege and its departments. The cost of licenses for software programs that are used acrossthe college (e.g., Microsoft Office, Matlab, Mathcad, Autocad, etc.) is borne by CIT. Fundsfor software used by only one or two departments come from department budgets.2.7.5 Library ServicesLibrary resources are provided centrally by the University. The main library for LCS is theScience and Technology Library located in the Carnegie Building on the main campus, ashort walk from Link Hall. The library maintains an extensive print collection in the areas ofcivil and environmental engineering, and employs a full-time librarian for its engineeringcollection and services. It is also a federal repository library, providing the universitycommunity access to technical reports and documents from federal agencies.The library maintains electronic subscriptions to all major journal publishers, includingSpringer and Elsevier, as well as journals published by professional societies. These areaccessible from any computer on the Syracuse University campus and computers logged intoAir Orange. Faculty and staff can access electronic journals at home through a proxy system.The library also subscribes to research tools such as Web of Science and Scopus, and offers acampus license for RefWorks, a bibliographic software package.Syracuse University’s Bird Library houses an up-to-date map collection, which includes acomplete collection of USGS topographic quadrangle maps for the United States, as well asnumerous geological, hydrological, and historical maps. Across the hall is the library’s GISlab, where students can use GIS systems for academic or research work. [The GeographyDepartment also maintains a GIS lab for instructional and research purposes, which ourstudents use when taking GEO 383 (Geographic Information Systems).]The Syracuse University library participates in regional interlibrary loan (ILL) and documentdelivery services. Requests are placed electronically through a web portal, and are typicallyfulfilled within two weeks, often faster. Faculty may also request delivery of books and otherprint materials directly to their offices.Faculty and staff may request books and subscriptions at any time by contacting the subjectlibrarian for engineering. These requests, generally made by e-mail, are almost alwaysfulfilled. In the case of journal subscriptions, it is sometimes necessary to wait until the endof the current subscription agreement. Book requests are almost always fulfilled immediately.Over the past three years, the subject-matter librarians have developed an innovative set of“subject guides” for the various departments on campus. The guide for civil andenvironmental engineering may be found at: http://researchguides.library.syr.edu/CIE. Theseguides provide students and faculty easy access to e-books, journals, and other resources88

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011specifically selected for the civil and environmental engineering audience. These have beenincorporated into CIE classes. In CIE 272 (Civil and Environmental Measurements), forexample, the assigned surveying textbook is an e-book that the students can access throughthe subject guide. In CIE 338 (Foundation Engineering), students use the portal to findresearch papers for course assignments.2.7.6 Overall Comments on FacilitiesTo ensure that our students have a safe environment to work in, all students are required tofollow appropriate safety protocols whenever they are in a lab performing lab experiments orusing lab equipment for a class or for research. Safety procedures appropriate to each exerciseare discussed at the beginning of the lab period. Students who are unfamiliar with theoperation of any piece of lab equipment or the use of any chemicals are carefully supervisedby experienced lab instructors and/or graduate assistants. First aid kits, safety eye washfountains, showers, and telephones are located in the labs in case of emergency. In addition,hazardous materials are inventoried periodically and they are always placed in safe storage.All our labs conform to OSHA standards. Because of the vigilance of our faculty and labstaff, our safety record has been extraordinary. The Department has not experienced anystudent injuries in many years.89

Syracuse University – Environmental Engineering Program - ABET Self Study – 20112.8 Institutional Support and Financial Resources2.8.1 LeadershipDirect leadership of the program rests in the hands of the department chair and a programdirector, both of whom are full-time faculty members. The Department of Civil andEnvironmental Engineering administers ABET-accredited programs in both civil andenvironmental engineering. The department chair normally serves as program director for oneof the programs. The current chair, Chris Johnson, also serves as program director for theenvironmental engineering program. Professor Dawit Negussey serves as program directorfor the civil engineering program.The department chairs in the L.C. Smith College of Engineering and Computer Science serveas a “cabinet” for the Dean. Meetings of the Deans and chairs are held monthly, and eachchair has regular one-on-one meetings with the Dean. At these meetings, the programleadership has the opportunity to influence decisions affecting their programs.The leadership structure has been adequate to ensure the continuity and quality of theprogram, as evidenced by the increasing enrollments and the success of our graduates inrecent years.2.8.2 Program Budget and Financial SupportEach spring and early summer, the Dean works with the Director of Fiscal Operations of theCollege, the associate deans, and the department chairs to rationalize the budget and allocateportions for each department and the set of college-wide programs. Department budgetallocations are made after open discussion among the college leadership based upon:• The resource needs of departments to deliver academic programs as expressed bytheir chairs.• The overall “level of activity” in a department, taking into account undergraduateteaching, graduate teaching, and research expenditures.• The base needs of any department that the College wants to maintain.This general approach has been in use since July 2006, when the university transitioned to“responsibility center management” (RCM), and provided budgets that allowed thedepartments to successfully deliver their academic programs. Each of the four departmentshas more than one ABET-accredited undergraduate program, The multiple programs withineach department have created environments in which faculty and students benefit from thehighly synergistic nature of the programs, but also have depth of study and interaction withintheir individual discipline. The great majority of the expenditures in each of the fourdepartments benefit all of the programs (and students) in that department. This is certainlytrue for faculty, staff, and teaching assistants, all of whom may have a specialty but they alsoprovide support to all of the students in the department. The leadership of each department isset up so that each program has an identifiable leader — sometimes it is the department chairand sometimes a program director who works closely with the chair. The program director in90

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011each case is responsible for working with the program faculty and advocating on behalf of theprogram to the chair during internal budget discussions.Teaching assistants support education by helping course instructors in lab, recitation anddiscussion sections. Teaching assistant allocations to the departments are made by the Dean,in collaboration with department chairs. Enrollment in courses, and number of lab, recitation,and discussion sections are factors that affect TA allocations. Teaching assistants are selectedby the program among qualified graduate students and go through an orientation provided bythe university-wide TA Program. If additional grading help is needed, graders are appointedby departments.Each full-time undergraduate student in the college pays a $300 lab fee per semester. Thisrevenue is allocated for undergraduate lab and equipment funds in the students’ departments.Each department then decides the appropriate uses for these funds.The resources described in this section are adequate to enable the students in the program toattain the student outcomes. The Department of Civil and Environmental Engineering hasbeen able to teach required courses at a frequency that permits any student to complete theirB.S. degree program in four years. Sufficient elective courses are offered to complete thetechnical elective requirements for the degrees as well. Discretionary funds (from gifts to thedepartment) are also available, and have been used to support enrichment activities, includingstudent activities, undergraduate travel, and undergraduate research.2.8.3 StaffingThe administrative, instructional and technical staff, and the institutional services provided tothe Department of Civil and Environmental Engineering are adequate to enable the studentsin the civil and environmental engineering programs to attain the student outcomes. The staffinclude two departmental secretaries, one administrative assistant, and shared shop staff.Partial support is also provided for a lab technician.The university’s Human Resources department offers a broad range of training programs ongeneral skills and for specialized tools and programs staff uses. In addition, SyracuseUniversity has remitted tuition benefits, which allow full-time and part-time staff members totake courses free of charge, either towards a degree or in a non-matriculated fashion. Annualstaff performance reviews are performed to collaboratively set annual goals, and assess theirprogress towards their goals.2.8.4 Faculty Hiring and RetentionThe department leadership makes to the Dean the case for a new faculty position. The Deanthen secures the Provost’s approval for a search. The department chair establishes a searchcommittee and develops a search plan, which must be approved by the Department of HumanResources. Once the search plan is approved, advertisements are placed in appropriate mediaoutlets.The search committee also works pro-actively to encourage outstanding scholars fromdiverse backgrounds to apply for the position. The search committee reviews the91

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011applications, and invites promising candidates to an on-campus interview. Each candidatemeets the academic leadership, department faculty members, and students, and gives aseminar. The search committee collects input from all stakeholder groups and reports to thedepartment faculty. An acceptability ballot is circulated to the department faculty and theresults are tabulated. The department chair and the Dean, in consultation with the Provost,then select the candidate who will be offered the position. The department chair negotiateswith the candidate and sends an offer letter. In the event that the offer is declined, thedepartment chair and Dean consult to decide whether to pursue another candidate from thepool of interviewees.Syracuse University has a strong tradition of faculty governance, starting at the programlevel. Faculty empowerment through ownership of programs and governance helps establisha collegial and collaborative environment, and plays a large role in the retention of qualifiedfaculty. Bylaws at the department and college level, and any changes in them, are maintainedand approved by the appropriate faculty. The faculty “own” the academic programs, andthrough the program, department, and college committees make any changes necessary toassure that their quality is continuously improved and accreditation criteria are met. Thefaculty also has the sole authority to approve new programs. At the university level, theuniversity senate (which is composed of mostly faculty, and also staff, students andadministrators) and its various committees are the bodies of governance.The Dean provides $50,000 annually for faculty excellence awards annually towards specialteaching projects. Projects in recent years included support sections for math courses,development of a new course in sustainable manufacturing, and traveling to Ghana to identifyand solve bioengineering problems. Funding for these projects is provided in part by alumnidonations.In order to encourage faculty to pursue and obtain support for their scholarship, a portion ofthe faculty salaries charged to funded research projects are returned to the faculty members.Faculty members then can use those funds for professional expenses such as conferencetravel and student support. Institutional support for scholarly activities is another way ofencouraging the engagement of qualified faculty. The office of sponsored programs providesoutstanding support for faculty to identify external funding sources for their scholarship ineducation and/or research, prepare compelling proposals, and establish relationships withfunding agencies.2.8.5 Support for Faculty Professional DevelopmentFaculty members may apply for a sabbatical leave once every seven years. Applicationdeadlines, procedures, and requirements are described in the university’s faculty manual. TheDean, in consultation with department leadership, makes her recommendation to the provost.Faculty leaves and their support are included in the regular budget process.Faculty development is supported by internal and external funds. The Dean encouragesfaculty members to attend and organize technical meetings, by providing travel and seedfunding with appropriate proposals.92

Syracuse University – Environmental Engineering Program - ABET Self Study – 20113 PROGRAM CRITERIAThe American Academy of Environmental Engineers (AAEE), along with cooperatingsocieties, has established a set of educational criteria specific to the EnvironmentalEngineering degree. According to these criteria, the program must prepare graduates tobe proficient in… :…mathematics through differential equations, probability and statistics, calculus basedphysics, general chemistry. All environmental engineering students at Syracuse Universityare required to complete twelve hours of college-level calculus and analytical geometry(MAT 295, MAT 296, MAT 397) and three hours of differential equations and linear algebra(MAT 485). The curriculum is designed for students to complete the mathematics sequencein their first two years so they are familiar with the analysis techniques that are utilized in theengineering courses offered in the junior and senior years. However, students who place intopre-calculus in their first semester can still complete the curriculum in a four-year period.A college-wide "Academic Excellence Workshop" (AEW) program was established in 1995to help students become more proficient in math. While all Engineering and ComputerScience (ECS) students taking mathematics courses are invited to enroll in AEW, specialefforts are made to encourage participation by students judged to be at risk by their low mathSAT scores (below 590) or their poor performance in previous math courses at SyracuseUniversity. The AEW program helps participants improve their math skills through grouplearning and peer mentoring.Students learn the basic principles and applications of probability and statistics in CIE 272(Civil and Environmental Engineering Measurements), and CIE 352 (Water ResourcesEngineering). Data analysis, including probability and statistics, comprises more than 50%of the content of CIE 272, including six data analysis lab assignments. In the water resourcescourse (CIE 352), students learn additional concepts related to the probability of extremeevents and the estimation of the magnitude of low-probability events such as floods anddroughts.Environmental engineering students are also required to take four hours of calculus-basedphysics (PHY 211/221) and eight hours of college-level Chemistry (CHE 106/107, CHE116/117), all with laboratory exercises.…an earth science relevant to the program of study. Environmental engineering studentsare required to take four credits of earth sciences, which includes laboratory exercises. Thecurriculum specifies EAR 203 (Earth System Science) to meet this requirement. However,we also allow students to meet the requirement by taking EAR 101 (Dynamic Earth) andfiling a petition. Both courses cover fundamental geological principles such as rocks andminerals, tectonics, and stratigraphy. EAR 203 is geared more towards Earth-surfacephenomena such as weather, climate, soils, and geomorphology, making it a slightly better fitwith the environmental engineering curriculum. The EAR 101 course also covers thesetopics, but goes into greater depth in “hard rock” topics.93

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Additional coverage of fundamental earth science concepts is included in CIE 337(Introduction to Geotechnical Engineering), in which students learn about soil and rockproperties and classification. Also, CIE 352 (Water Resources Engineering) includesdiscussion of hydrologic processes.…a biological science relevant to the program of study. All environmental engineeringstudents are required to take CIE 472 – Applied Environmental Microbiology. This threecreditcourse covers the fundamentals of cell biology and growth, and includes laboratoryexercises. Some additional coverage of ecological concepts such as ecosystem science,ecosystem disturbance and trophic structure is included in CIE 274 (Civil and EnvironmentalSystems) and CIE 341 (Introduction to Environmental Engineering).…fluid mechanics relevant to the program of study. Environmental engineering studentsare required to take either MAE 341 (Fluid Mechanics) or CIE 327 (Fluid Mechanics).Additional fluid mechanics concepts relevant to hydraulic engineering are covered in CIE352 – Water Resources Engineering.…introductory level knowledge of environmental issues associated with air, land, andwater systems and associated environmental health impacts. These topics are covered indetail in the two-semester sequence of CIE 274 (Civil and Environmental Systems) and CIE341 (Introduction to Environmental Engineering). Students are introduced to the concepts ofmass and energy balances in CIE 274. In CIE 274 and 341, students apply these concepts toproblems in air pollution, water quality, and solid waste management. Relevant topics such asland-use and Geographic Information Systems (GIS), industrial ecology and sustainabledevelopment are also covered in CIE 274. In addition, CIE 352 (Water ResourcesEngineering) includes discussion of global water supply issues related to population growthand environmental degradation. Land degradation due to erosion is discussed in CIE 274 aswell as CIE 337 (Introduction to Geotechnical Engineering). Air pollution resources arecovered in ERE 441 (Air Pollution Engineering).…conducting laboratory experiments and critically analyzing and interpreting datain more than one major environmental engineering focus area. The basics of dataanalysis are covered CIE 272 (Civil and Environmental Engineering Measurements).Computer laboratory exercises in CIE 272 include the analysis of environmental data.Examples include stream discharge data and historical levels of the Great Salt Lake. In CIE274, students analyze and synthesize census, energy source and use, water use and land cover,and air quality data for difference regions of the U.S. More advanced data analysis exercisesare included in CIE 352 (Water Resources Engineering), which focuses on the analysis ofmeteorologic and hydrologic data. The course project in CIE 341 (Introduction toEnvironmental Engineering) involves the analysis of water quality data for Onondaga Lake, apolluted urban lake in Syracuse.Laboratory courses serve the dual purpose of teaching students how to conduct experimentsand give them the opportunity to analyze real, often messy, data. Upper division courses thatinclude significant laboratory content are:94

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011• CIE 337 (Introduction to Geotechnical Engineering) includes laboratory experiments onthe characterization of soils and their physical properties.• CIE 352 (water Resources Engineering) requires all students to report laboratorymeasurements to a data commons and then perform calculations, including descriptivestatistics, on the entire class data set. This approach supports discussion of error analysisand uncertainty in laboratory reports.• CIE 442 (Treatment Processes) includes unit operations and unit processes lab exercisesgeared primarily toward water and wastewater treatment processes.• CIE 471 (Environmental Chemistry and Analysis) includes laboratory experimentsincluding standardization and precision, thermodynamics of chemical reactions, acid-basechemistry, and alkalinity of natural waters.• CIE 472 (Applied Environmental Microbiology) includes laboratories on microbialenumeration, coliform bacteria, biochemical oxygen demand, and others.…performing engineering design by means of design experiences integratedthroughout the professional component of the curriculum. In the environmentalengineering curriculum, students learn basic elements of team-oriented engineering design inthe first semester of their freshman year in ECS 101 (Introduction to Engineering andComputer Science). In ECS 101, they also learn the importance of ethical and professionalbehavior, along with the need for good communication and computer skills.Most of the formal design instruction in the curriculum occurs in courses taken during thejunior and senior years. In CIE 352 (Water Resources Engineering) students learn how todesign water distribution networks, culverts and stormwater drainage. In CIE 442 (TreatmentProcesses) students learn how to apply the principles of unit operations and unit processes tothe design of water and wastewater treatments systems. The design of air pollution controltechnologies such as cyclones and scrubbers is covered in GNE 461 (Air PollutionEngineering). Elective courses in hazardous waste management (CIE 555) and solid wastemanagement (CIE 558) include design principles relevant to disposal of hazardous and solidwastes, respectively. The design experiences in the curriculum culminate in the seniorcapstone design course (CIE475), in which students are required to explore and complete areal-life engineering design project by making use of the technical knowledge, teamworkexperience, professional ethics, presentation and communication skills they learned in earliercourses.…to be proficient in advanced principles and practice relevant to the programobjectives. Students in the environmental engineering program learn advanced principles andpractice in the following courses:• CIE 352 (Water Resources Engineering). Students learn hydraulic engineering,engineering hydrology, and the design of water supply pipe networks.• CIE 442 (Treatment Processes). Students learn unit operations and unit processes forwater and wastewater treatment design.95

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011• ERE 441 (Air Pollution Engineering). Students learn how to model atmosphericdispersion of pollutants, control strategies, and practical regulatory issues.• CIE 471 (Environmental Chemistry and Analysis). Students learn to apply chemicalprinciples to complex problems involving water, air, and soil.• CIE 555 (Hazardous Waste Management). Students learn about regulatory andmanagement issues pertinent to handling hazardous wastes. Design of hazardouswaste handling and disposal facilities are also covered in the course.• CIE 558 (Solid Wastes: Collection and Disposal). Students learn regulatory issuesrelated to solid waste management and disposal. The design of landfills, wasteminimization, and recycling are covered.The last two courses in this list (CIE 555 and 558) are not required. However, each student isrequired to take two technical elective courses, which must be CIE courses. With CIE 555and 558 offered in alternating Spring semesters, most students choose to take at least one ofthem to satisfy a technical elective. Other technical electives that offer advanced principlesand/or practice include CIE 372 (Project Layout and Site Planning), CIE 400 (EnvironmentalHealth), CIE 400 (Environmental Geostatistics), CIE 457 (Biogeochemistry), CIE 473(Transport Processes in Environmental Engineering), CIE 565 (Bioremediation), CIE 567(Biotechnology), and CIE 570 (Water and Wastewater Treatment Plant Design).The students learn fundamentals of process modeling (for both engineered and naturalsystems) in CIE 341 Environmental Engineering I. Students develop simple models forgroundwater flow, lake phosphorus concentrations, lake nitrogen concentrations, freeammonia concentrations, and stream dissolved oxygen concentrations. Additional material iscovered in the media-specific and design courses of the 3 rd and 4 th years.…understanding of concepts of professional practice and the roles and responsibilitiesof public institutions and private organizations pertaining to environmentalengineering. The roles and responsibilities of public institutions and private organizations inenvironmental engineering and management are discussed in several courses. In ECS 101,ethics and the role of professional societies are briefly discussed. In the sophomore year,environmental justice and sustainability concepts are covered in CIE 274 (Civil andEnvironmental Systems). CIE 274 and CIE 341 (Introduction to Environmental Engineering)includes discussion of environmental regulations for several media (air, water, solid wastesand hazardous wastes). In CIE 341, a case study of the environmental management ofOnondaga Lake (a receiving water adjacent to the city of Syracuse) is conducted as part of thecourse curriculum. Students learn how private organizations (industry, environmentalorganizations) participate and affect environmental management. In CIE 352, the roles ofpublic and private institutions in development of infrastructure for water management areexamined through the perspectives of technical feasibility, sustainability, and economic andsocial justice. The Treatment Processes course (CIE 442) covers Clean Water Act regulationsas well as the importance of design and voluntary standards in system design and operation.The Air Pollution Engineering course (GNE 461) includes lengthy discussion of the CleanAir Act and other air-related regulatory efforts. Both CIE 555 (Hazardous Waste96

Syracuse University – Environmental Engineering Program - ABET Self Study – 2011Management) and CIE 558 (Solid Wastes: Collection and Disposal) include discussion of thecomplex regulatory framework under which solid wastes and hazardous wastes must behandled. Finally, the students understand the importance of public institutions and privateorganizations when they work on open-ended design problems in the senior-level capstonedesign course.The program faculty understands the importance of professional licensure and continuingeducation and emphasizes their importance in classes, during advising, and during informalinteraction. We endeavor to provide exposure to professional practice issues to all of ourstudents throughout the curriculum. However, we focus on these issues in the classroomcomponent of the capstone design course (CIE 475). Most of the Friday sessions are devotedto guest speakers from industry who discuss the practice of engineering and the life of theengineer with the graduating seniors. Other classroom sessions are devoted to review ofconcepts for the Fundamentals of Engineering (FE) exam. This is a natural opportunity toemphasize the meaning and importance of professional licensure and life-long learning.Although taking the FE exam is not a degree requirement, all students in our Department areencouraged to take the FE exam.97

AppendicesAppendix_A – Course SyllabiAppendix_B – Faculty VitaeAppendix_C - EquipmentAppendix_D – Institutional SummaryAppendix_E – Survey and Assessment FormsAppendix_F – Fulfillment of SSH Distributional RequirementA-1

Appendix_ A - Course SyllabiOrganizational Note:The syllabi are ordered by course number, irrespective of the departmental prefix.A-2

EAR 101 – Dynamic EarthCredit Hours: 4Contact Hours: Lecture: 2.75 hours per week. Laboratory: 2.75 hours per week.Instructor: Suzanne BaldwinTextbooks and Other Materials:Required: Exploring Geology, 2 nd Edition, Reynolds, Johnson, Morin, Kelly, and Carter.McGraw-Hill. 2010.GEOS, a custom lab manual for Syracuse University. Prentice-Hall (custompublishing).Catalog Description: Chemical, physical, and biological processes and principles affecting thehistory and development of the earth. Lectures, laboratory, and field trips.Prerequisites/Co-Requisites: None.Course Role in Curriculum: Option for Earth Sciences RequirementStudent Outcomes:[The text below was supplied by the Earth Science Department.]We will begin with a discussion of how geologists study the Earth and the unifying theory ofplate tectonics. We will then investigate what the Earth is made of (minerals and rocks), andhow they form. We will journey to the center of the Earth to learn about the Earth’s internalprocesses, and along the way, we will learn how and why rocks deform. We will then coverprocesses at work on the Earth’s surface where we live.[Student Outcomes: a, b, h, j]Course Topics:Solving geologic problemsPlate tectonicsMineral properties and usesIgneous rocksSedimentary rocks (and ancient environments)Metamorphic rocksRock deformationAges of minerals, rocks and planet EarthSeafloor, continents, mountains and basinsEarthquakesFluvial geomorphologyGlacial geomorphologyWater resourcesMineral and energy resourcesA-3

ECS 101 – Introduction to Engineering and Computer ScienceCredit Hours: 3Contact Hours: Lecture – 4.00 hours per week.Instructor: Samuel P. ClemenceTextbooks and Other Materials:Required:AutoCAD 2011 Tutorial First Level: 2D Fundamentals by R.H. Shih andJ. Zecher, SDC Publications, Mission, KS (includes 180-day license AutoCAD2011)Additional Material Provided During SemesterCatalog Description: Gateway Course: Discussion of disciplines within college, technicalcommunication, presentation of technical results, professional behavior and ethics, modeling anddata analysis. Laboratory topics: Computers, computer language, and software packages.Prerequisites/Co-Requisites:1. Knowledge of basic math including algebra and trigonometry2. Basic computer knowledgeCourse Role in Curriculum: Required CourseCourse Objectives:• Introduction to the engineering professions and computer science• Develop an ability to communicate effectively• Gain an understanding of the engineering design process• Develop the ability to work on a team to accomplish a design project• Develop an understanding of the professional and ethical issues encountered inengineering and computer science• Develop the ability to analyze and present dataCourse Outcomes:At the completion of the course, each student should be able to:1. Understand and demonstrate knowledge of the various engineeringdisciplines and computer science.2.2.1 Understand the steps involved in the design process.2.2 Develop plans and specifications for a shopping center including site layout andspace plan utilization.2.3 Understand the process for designing and constructing a large-scale model bridgeto support a specific load or environmental design[Student Outcomes: c]3.3.1 Understand the concepts involved in working in a multidisciplinary team throughA-4

4.5.6.7.exercises involving research through the discovery process.3.2 Understand the requirements for working on teams through projects involvingelementary structural/environmental design[Student Outcomes: d]4.1 Understand the steps involved in developing an engineering report.4.2 Understand and demonstrate the process of developing three, team-orientedtechnical presentations utilizing Power Point technology.[Student Outcomes: g]5.1 Understand the professional and ethical issues involved in design and constructionin civil and environmental engineering and their impact on the profession.5.2 Understand and demonstrate knowledge of the code of ethics and their applicationin practical situations through case histories and forensic study of engineeringfailures.[Student Outcomes: f]6.1 Understand the registration process and steps to professional licensure.6.2 Understand the need for continuous learning throughout one's career throughexample and case histories.[Student Outcomes: i]7.1 Understand and demonstrate competence in word processing, AutoCAD andPowerPoint through preparation of a resume, completion of drawings and designpresentations.[Student Outcomes: g, k]Course Topics:Time management and goal settingHistory of Engineering and Computer ScienceIntroduction to Engineering Disciplines and Computer SciencePresentation of Technical DataTeamwork strategiesComputer applications –software packagesIntroduction to design processEngineering problem solvingCommunications -written and oralProfessional issuesEthics and licensing of engineersA-5

WRT 105 – Practices of Academic WritingCredit Hours: 3Contact Hours: Lecture: 2.75 hours per week.Instructor: Various (This syllabus is from Anne Fitzsimmons)Textbooks and Other Materials:Required: Writing: A Manual for the Digital Age, David Blakesly and Jeffrey Hoogeveen.Critical Encounters with Texts: Finding a Place to Stand, 6 th Edition, MargaretHimley and Anne Fitzsimmons.Writing Analytically, 5 th Edition, David Rosenwasser and Jill Stephen.Intertext. A collection of student writing.Catalog Description: Study and practice of writing processes, including critical reading,collaboration, revision, editing, and the use of technologies. Focuses on the aims, strategies, andconventions of academic prose, especially analysis and argumentation.Prerequisites/Co-Requisites: None.Course Role in Curriculum: Required CourseCourse Outcomes:At the end of this course the student will be able to:• compose a variety of texts in a process (inventing, drafting, revising, editing) that takesplace over time, that requires thinking and rethinking ideas, and that addresses diverseaudiences and rhetorical contexts.• critically analyze and create arguments for or against textual materials.• apply critical techniques of reading through engagement with texts that raise issues ofdiversity and community and encourage students to make connections across difference.• incorporate critical research in their composing processes.[Student Outcomes: g, k]Course Topics: Not provided by teaching department.A-6

CHE 106 – General Chemistry Lecture (I)Credit Hours: 3Contact Hours: Lecture: 2.75 hours per week. Recitation: 55 minutes per week.Instructor: Tim KorterTextbooks and Other Materials:Required: Chemistry, the Central Science, 11 th Edition. Brown, LeMay, Bursten, andMurphy. Pearson/Prentice-Hall. 2009.Student Guide to Chemistry, the Central Science, 11 th Edition. Hill.Pearson/Prentice-Hall. 2009Online: Mastering Chemistry web portal.Catalog Description: Fundamental principles and laws underlying chemical action, states ofmatter, atomic and molecular structure, chemical bonding, stoichiometry, properties of solutions,chemical equilibrium, and introductory thermodynamics. Descriptive chemistry in relation totheoretical principles.Prerequisites/Co-Requisites: None.Course Role in Curriculum: Required CourseCourse Outcomes:[None provided by the Department of Chemistry.][Student Outcomes: a]Course Topics:MeasurementAtomic theory and the periodic tableMolecules, ions, compoundsChemical formulas, reactions, stoichiometryLimiting reactantsPrecipitation and acid-base reactionsOxidation-reduction reactionsThermochemistryQuantum mechanicsElectron configurationsMetals, non-metals and metalloidsChemical bondingGas lawsA-7

CHE 107 – General Chemistry Laboratory (I)Credit Hours: 1Contact Hours: Laboratory: 2.75 hours per week.Instructor: Philip BorerTextbooks and Other Materials:Required: General Chemistry Laboratory & Notebook Using Biochemical Tools. Custompublished for the Department of Chemistry.Catalog Description: Experimental study of basic principles and techniques of chemistry. Statesof matter, determination of formulas and molecular weights, simple volumetric and gravimetricanalysis, heats of reaction. Equilibrium, rates of reactions, and qualitative analysis.Prerequisites/Co-Requisites: CHE 106 or 109.Course Role in Curriculum: Required CourseCourse Outcomes:[Not provided by the Department of Chemistry.][Student Outcomes: a, b, g]Course Topics (Exercises):Safety practices in the chemistry laboratoryVolume and mass measurementsDimensional analysis and stoichiometryChemical formulas and reactionsVerifying the empirical formula of a compoundAcid-base titrationsEnthalpy of neutralizationIssues in water qualityAtomic and molecular structureA-8

CHE 116 – General Chemistry Lecture (II)Credit Hours: 3Contact Hours: Lecture: 2.75 hours per week. Recitation: 55 minutes per week.Instructor: Tim KorterTextbooks and Other Materials:Required: Chemistry, the Central Science, 11 th Edition. Brown, LeMay, Bursten, andMurphy. Pearson/Prentice-Hall. 2009.Student Guide to Chemistry, the Central Science, 11 th Edition. Hill.Pearson/Prentice-Hall. 2009Online: Mastering Chemistry web portal.Catalog Description: Fundamental principles and laws underlying chemical action, states ofmatter, atomic and molecular structure, chemical bonding, stoichiometry, properties of solutions,chemical equilibrium, and introductory thermodynamics. Descriptive chemistry in relation totheoretical principles. [Note: CHE 106 and 116 have identical catalog descriptions.]Prerequisites/Co-Requisites: CHE 106 or 109 (Co-req).Course Role in Curriculum: Required CourseCourse Outcomes:[None provided by the Department of Chemistry.][Student Outcomes: a]Course Topics:Reaction ratesReaction mechanisms and catalysisChemical equilibriumLe Chatelier’s principleAcids and bases, pHCommon ion effectBufferingSolubility equilibriaPhase changesSolid structureThermodynamicsSolutionsGreen chemistryOrganic chemistry basicsMaterials applications: semiconductors, polymers, plastics, nanomaterials.A-9

CHE 117 – General Chemistry Laboratory (II)Credit Hours: 1Contact Hours: Laboratory: 2.75 hours per week.Instructor: Yan-Yeung LukTextbooks and Other Materials:Required: General Chemistry Laboratory II: CHEM 117 Lab Manual. Yan-Yeung Luk.Kendall/Hunt.Catalog Description: Experimental study of basic principles and techniques of chemistry. Statesof matter, determination of formulas and molecular weights, simple volumetric and gravimetricanalysis, heats of reaction. Equilibrium, rates of reactions, and qualitative analysis. [Note: CHE107 and 117 have identical catalog descriptions.]Prerequisites/Co-Requisites: CHE 106, 107. CHE 116 or 119 (co-req).Course Role in Curriculum: Required CourseCourse Outcomes:[The text below was provided by the Department of Chemistry.]This laboratory course both reinforces and supplements the lecture, CHE 116. Students willlearn both qualitative and quantitative experimental techniques for investigating theproperties and reactions of chemical substances. Through active observation and operations,students will learn concepts and chemical principles for doing experiments.[Student Outcomes: a, b, g]Course Topics (Exercises):Safety practices in the chemistry laboratoryVolume of mixing and liquid crystalsRedox potentialMeasuring symmetry and understanding chiralityCations: separation and qualitative analysisReaction kinetics and effect of temperatureEquilibrium and buffersEnthalpy and entropy of dissolving saltsEquilibrium and solubilityProperties of soap and surface tensionA-10

EAR 203 –Earth System ScienceCredit Hours: 4Contact Hours: Lecture: 2.75 hours per week. Laboratory: 2.75 hours per week.Instructor: Gregory D. HokeTextbooks and Other Materials:Required: The Earth System, 3 rd Edition, L.R. Kump, J.F. Kastings, and R. G. Crane.Prentice-Hall. 2009.Course lab manual.Catalog Description: An integrated view of interactions among earth's systems (lithosphere,biosphere, hydrosphere, atmosphere) and the timescales over which they operate. Topics coveredin this course include: plate tectonics, atmospheric circulation, oceanic circulation, thegreenhouse effect, the carbon cycle, the origin of the earth and life, and climate.Prerequisites/Co-Requisites: None.Course Role in Curriculum: Option for Earth Sciences RequirementCourse Outcomes:[The text below was supplied by the Earth Science Department.]Students taking this course will learn how the basic elements of the earth interact throughvarious linkages and feedbacks that operate over timescales of millions of years to years. Amajor goal of this course will be supplying students with the basic, yet comprehensive, viewearth system necessary for evaluating information and making decisions about relevantenvironmental issues.[Student Outcomes: a, b, h, j]Course Topics:• Global change over different timescales• An introduction to systems• Global energy balance and the Earth’s greenhouse• Atmospheric circulation• Ocean circulation• Circulation of the solid earth• Continential landforms• Nutrient cycling• The origin of the Earth and life• Long-term climate regulation• Global change over the last 2.5 Ma-presentA-11

WRT 205 – Critical Research and WritingCredit Hours: 3Contact Hours: Lecture: 2.75 hours per week.Instructor: Various (This syllabus is from Chris Feikes)Textbooks and Other Materials:Required:Fast Food Nation: The Dark Side of the All-American Meal, Eric Schlosser.Don’t Eat This Book, Morgan Spurlock.Writing: A Manual for the Digital Age, Brief Edition, David Blakesly and JeffreyHoogeoveen.A coursepack of miscellaneous readings.Catalog Description: Study and practice of critical, research-based writing, including researchmethods, presentation genres, source evaluation, audience analysis, and library/online research.Students complete at least one sustained research project.Prerequisites/Co-Requisites: WRT 105.Course Role in Curriculum: Required CourseCourse Outcomes:At the end of this course the student will be able to:• investigate a shared topic of inquiry and develop research questions that engage thecomplexities (social, political, ideological, economic, historical) of and current debatesabout that topic.• apply multiple research strategies, including primary research and use of library databasesin order to identify sources appropriate to their research questions.• evaluate the validity of research sources in the context of their research questions.• read research sources rhetorically, considering authors’ positions in relation to audiences,recognizing points of congruence and difference among texts, and establishing a genuinedialogue with others’ ideas.• recognize the role of genres, sources, styles, and media in communicating with particularaudiences and for specific purposes.• articulate ways in which digital media shape all stages of the research and writingprocess—invention, composing, revision, delivery—and will understand how the effectsof digital media vary according to audience, genre, context and purpose.• produce analysis, argument, synthesis, and summary as central components of theirresearch writing.• incorporate the research of others into their own texts in a variety of ways (includingsummary, paraphrase, quotation), providing textual evidence of where, how and whysources are being used.• produce texts that demonstrate a nuanced understanding of and an ethical relationshipwith source texts and research participant.• demonstrate how their dialogue with sources has broadened and enhanced their ownthinking about an issue.• apply revision and editing strategies for organization, prose style, and technical control.[Student Outcomes: g, (f), k]Course Topics: Not provided by teaching department.A-12

PHY 211 – General Physics ICredit Hours: 3Contact Hours: Lecture: 2.75 hours per week. Recitation: 55 minutes per week.Instructor: Tomasz SkwarnickiTextbooks and Other Materials:Required: University Physics, Volume 1, 12 th Edition. Young and Freedman.Student Access Kit to Mastering Physics.Catalog Description: First half of a two semester introduction to classical physics includingmechanics and thermal physics. Uses calculus. Knowledge of plane trigonometry required.Prerequisites/Co-Requisites: PHY 212 (co-req), MAT 295 (co-req).Course Role in Curriculum: Required CourseCourse Outcomes:[None provided by the Department of Physics.][Student Outcomes: a]Course Topics (Exercises):ForcesMotion of objectsFrictionLaws of ThermodynamicsA-13

ECS 221 – StaticsCredit Hours: 3Contact Hours: Lecture – 2.75 hours per week. Recitation – 0.92 hours per weekInstructor: Sinead Mac NamaraTextbooks and Other Materials:Required:Vector Mechanics for Engineers-Statics by F.P. Beer, E.R. Johnston and E.R.Eisenberg, McGraw-Hill, 9th Edition,Catalog Description:Fundamentals of static equilibrium. Vector algebra. Forces, moments, equivalent force systems.Free body diagrams, equilibrium in two and three dimensions. Analysis of structures andmachines. Centroids and moments of inertia.Prerequisites/Co-Requisites: MAT 296 and PHY 211Course Role in Curriculum: Required CourseCourse Objectives:• To learn the fundamentals of static equilibrium.• To understand how forces, moments, and moment couples impact rigid bodies.• To gain an ability to represent a rigid body, a simple structure or a machine as a free bodydiagram or series of free body diagrams that demonstrate all the forces acting on the bodyand solve for internal forces and moments.• To learn the primary properties of shape that influence structural performance of rigidbodies.Course Outcomes:At the completion of the course, each student should be able to:1. Vector Algebra1.1 add and subtract vectors (using the parallelogram law) and multiply vectors byscalars.1.2 resolve vectors into components1.3 perform basic operations on vectors using rectangular components in two and threedimensions1.4 understand and compute the vector and scalar product of two vectors[Student Outcomes: a and e]2. Forces and Moments2.1 relate physical forces to their mathematical representation as vectors.2.2 understand the physical meaning of moments (about a point or a line) and computethese quantities in two and three dimensions.2.3 compute moments of couples2.4 resolve forces into forces and moments, and reduce systems of forces[Student Outcomes: a and e]3. Elementary Mechanical Systems3.1 draw free body diagrams of particles, rigid bodies and systemsA-14

3.2 model connections and supports3.3 apply Newton’s 3rd law to a mechanical system3.4 write equilibrium equations in two and three dimensions3.5 solve equilibrium equations and physically interpret solutions[Program Objectives a and e]4. Dry Friction and Elementary Structural Applications4.1 understand dry friction4.2 solve elementary statics problems involving dry friction4.3 recognize simple structures and mechanisms such as trusses, frames and simplemachines4.4 draw shear and bending moment diagrams[Program Objectives a, c and e]5. Properties of Area and Volume5.1 compute centroids and centers of gravity for lines, areas and solids of revolution5.2 compute moments of inertia, products of inertia and the polar moments of inertia ofareas and solids of revolution5.3 apply the parallel axis theorem, compute principle axes and principal moments ofinertia.[Program Objectives a, c and e]Course Topics:VectorsAddition of vectorsEquilibriumEqulibirum in 3DEquivalent Systems of ForcesMoments and Rigid BodiesForce Couples and MomentsEquivalent Force Couple SystemsEquilibrium of Rigid Bodies (2D and 3D)2 and 3 Force SystemsProperties of Area – CentroidsCenters of Volume and GravityStructural Analysis of Trusses (Meothd of Sections)Structural Analysis of Trusses (Meothd of Joints)Structural Analysis of FramesStructural Analysis of MachinesSimple FrictionFriction – Bearing and WedgesFriction – BeltsMoments of InertiaProduct of InertiaShear Force DiagramsBending Moment DiagramsA-15

ECS 222 – DynamicsCredits: 3Contact Hours: Lecture: 2.7 hours/wk. Recitation: 0.92 hours/wk.Instructor: Harish J. Palanthandalam-MadapusiTextbook and Other Materials:Required:Vector Mechanics for Engineers – Dynamics, 9th Edition. F. P. Beer, E. R. Johnston,and W. E. Clausen, McGraw-Hill. 2009Catalog Description: Dynamics of a particle. Newton’s law and D’Alembert’s principle. Planemotion. Cartesian, polar, and local coordinates. Energy and momentum methods. Motion of arigid body. Review of vector algebra and moments of inertia.Prerequisites: MAT 296, ECS 221Course Role in Curriculum: Option to Satisfy Engineering Science Requirement.Course Outcomes:At the end of the course the student will be able to:• Develop intuition about three dimensional motion, forces, and moments[Student Outcome: e]• Connect related topics in dynamics to arrive at a solution[Student Outcome: e]• Indentify the concepts that are applicable to a specific problem in dynamics[Student Outcome: a]• Apply knowledge of calculus and vectors to solve problems in dynamics[Student Outcome: a]• Apply fundamentals and known concepts to a variety of dynamics problems [Studentoutcome: a]Course Topics:• Kinematics of particles• Dynamics of particles• Energy and momentum methods for particles• Impact of particles• Dynamics of systems of particles• Kinematics of rigid bodies• Dynamics of rigid bodies• Energy and momentum methods for rigid bodies• Impact of rigid bodies• Understand forced and natural responses.A-16

PHY 221 – General Physics Laboratory ICredit Hours: 1Contact Hours: Laboratory: 2.75 hours per week.Instructor: Kenneth Foster (Course Supervisor)Textbooks and Other Materials:Required: Lab manual provided by department.Catalog Description: Techniques of laboratory work: treatment of random errors, graphicalrepresentation of data. Experimental demonstration of principles of mechanics, thermodynamics,and waves (of vector forces, conservation of momentum and energy, thermal properties of gases).Prerequisites/Co-Requisites: PHY 211 or PHY 215 (co-req).Course Role in Curriculum: Required CourseCourse Outcomes:[None provided by the Department of Physics.][Student Outcomes: a, b, g]Course Topics (Exercises):Position, displacement, velocityAcceleration and uniform motionMotion in one and two dimensionsForces and springsF = ma and frictionWork and energyLinear momentum and collisionsTorque, moment of inertia, and rotational dynamicsMoment of inertia, angular momentum and its conservationConservation of energyBehavior of gasesA-17

ELE 231 – Electrical Engineering Fundamentals ICredits: 3 (4 with lab)Contact Hours: Lecture: 2.7 hours/wk. Recitation: 0.92 hours/wk. (Lab: 2.7 hours/wk.)Instructor: Duane MarcyTextbook and Other Materials:Required:Fundamentals of Electric Circuits, 4th Ed., Charles K. Alexander and MatthewN.O. Sadiku, McGraw-Hill, 2009.Catalog Description: Principles and methods of analysis of electric circuits with both direct andtime varying sources in the steady state. KCL, KVL, mesh, and nodal techniques. Networktheorems are developed and applied to the analysis of networks. Energy storage elements. Firstorder and second order circuits with forced and natural responses. Sinusoidal analysis, complexnumbers, phasor diagrams. Power: average, effective, and complex power in single phasesystems.Prerequisites: MAT 295, PHY 212Course Role in Curriculum: Option to Satisfy Engineering Science Requirement.Course Outcomes:At the end of the course the student will be able to:• …recall the following information:o Thevenin’s Theorem and its application in electrical instrumentation andmeasurement.o Introductory concepts of operational amplifiers and their use.o The nature and effects of sources and loads.o Introductory concepts of AC signals[Student Outcomes: a, e]• …apply the following knowledge and skills:o Make ammeters and voltmeters.o Measure frequency response of an RC circuit.o Conduct transient analysis of an RC circuit.o Design and evaluate voltage and current divider circuits.o Build and use first order filter circuits and applied op-amp circuits.[Student Outcomes: a, b, c, e, f, g, k]Course Topics:• Understand the difference between current and voltage.• Be able to calculate electrical power and energy.• Know how to use KVL, KCL, and Ohm’s Law.• Be able to apply mesh and nodal analysis to electric circuits.• Know how to write constraint equations for dependent variables.• Know and be able to apply the ideal op-amp assumptions.A-18

• Understand and know how to find a Thevenin equivalent circuit.• Know the current-voltage relationship for a capacitor and an inductor.• Be able to derive first and second order differential equations from a circuit.• Understand and be able to use complex numbers.• Understand forced and natural responses.• Be able to apply phasor analysis to a sinusoidal steady state circuit.A-19

MAE 251 – ThermodynamicsCredits: 4Contact Hours: Lecture: 3.7 hours per week. Recitation: 0.92 hours per week.Instructor: Jacques LewalleTextbook and Other Materials:Required: Fundamentals of Engineering Thermodynamics by Moran, Shapiro, Boettner andBailey, John Wiley.Catalog Description: Basic concepts in engineering thermodynamics. Thermodynamicproperties of solids, liquids and gases. First and second laws of thermodynamics. Reversible andirreversible processes. Entropy equation. Energy analysis of basic cycles.Prerequisites: PHY 212Course Role in Curriculum: Option to Satisfy Engineering Science Requirement.Course Outcomes:At the end of the course the student will be able to:• Apply analytical concepts, knowledge, and mathematical tools to solve problemsassociated with:o The fundamental laws of thermodynamics and thermodynamic properties (usingcalculus)o Analytical formulation of steady flow processes, cycles, closed-system processes,etc.o Different roles of fundamental laws, of process relations and of materialproperties.o Introductory applications to power and refrigeration cycles.[Student Outcome: a]• Formulate and methodically solve engineering problemso What to do when you don’t know what to do: method, method![Student Outcome: e]Course Topics:Concepts of piston work, energy, heat transferFirst Law of thermodynamics for closed systems, thermal efficiency, cyclesMaterial properties and relations between them, thermodynamic coefficientsOpen systems: reformulation of the First Law, steady flow processesModeling of real machinery as an abstract process equationIrreversibility, Second Law of thermodynamics, entropyBasic power and refrigeration cyclesAvailable energy, energy analysis, Second Law efficiencyA-20

CIE 272 – Civil Engineering Measurements and AnalysisCredit Hours: 3Contact Hours: Lecture – 2.75 hours per week. Lab – 2.75 hours per weekInstructor: Chris JohnsonTextbooks and Other Materials:Required: Engineering Statistics, 4 th Ed. D.C. Montgomery, G.C. Runger, and N.F.Hubele, John Wiley & Sons, New York, NY. 2007.Recommended: Engineering Surveying, 6 th Ed. W. Schofield and M. Breach, Butterworth-Heinemann, Oxford, UK. 2007. (Available electronically through the SULibrary)Catalog Description: Skills for civil and environmental engineering. Map reading and theory ofmeasurement. Numerical analysis and methods. Problem solving using computers.Prerequisites/Co-Requisites:1. Knowledge of differential and integral calculus: MAT 295; MAT 296 may be takenconcurrently).2. Basic facility with computers and the World Wide Web: ECS 101.Course Role in Curriculum: Required CourseCourse Objectives:• To learn the fundamentals of plane surveying theory and practice.• To build skills in data analysis.• To begin to develop an understanding of the care involved in making high-qualitymeasurements.• To build teamwork skills through group laboratory assignments.Course Outcomes:At the completion of this course, the student should be able to:1. Generate, analyze, and portray plane surveying data.1.1. Measure distances by taping.1.2. Use a total station for measuring angles, elevations, and horizontal distances.1.3. Use global positioning systems (GPS) equipment to determine the positions ofpoints on the ground.1.4. Determine angles, distances, elevations, postions, areas, and volumes fromsurveying data.[Student Outcomes: a,b,e,k]2. Create high-quality graphical displays of data.2.1. Determine the most appropriate graph type for the graphical display of data.2.2. Create high-quality graphs by hand and using computer software.2.3. Develop quantitative relationships from bivariate graphs.[Student Outcomes: a,e,(f),g,k]3. Carry out appropriate statistical analyses of univariate and bivariate data.3.1. Compute summary statistics (mean, median, variance, etc.)3.2. Plot and use histograms and cumulative frequency plots.A-21

3.3. Compute confidence intervals and carry out hypothesis tests on a singlevariable.3.4. Carry out hypothesis tests comparing the means or variances of two variables.3.5. Perform regression analysis on two variables, including the computation ofcorrelation and hypothesis testing of slopes and intercepts.[Student Outcomes: a,b,e,(f),g,(j),k]4. Work in teams to collect, analyze, and report data.4.1. Prepare a joint report for a group project.4.2. Negotiate with colleagues to reach consensus decisions.4.3. Present engineering calculations in a clear, effective manner.[Student Outcomes: b,d,g,k]Course Topics:Types of surveyingMethods of distance measurementErrors in distance measurementLevelingErrors in levelingAngle measurementBearing and azimuthErrors in angle measurementClosed-loop traverseOpen traverse (route surveying)Global positioning systemsUsing coordinates in surveyingLatitudes and departuresCompass and map workSummary statisticsGraphical display of dataGraphical analysis and model-buildingProbability fundamentalsDiscrete and continuous dataPopulations vs. samplesNormal (Gaussian) distributionConfidence intervalsCorrelationLinear regressionCoefficient of determination(Easy) non-linear regressionHypothesesHypothesis tests on a single meanHypothesis tests comparing two means (paired and unpaired samples)Confidence and prediction intervals in regressionA-22

CIE 274 - Sustainability of Civil and Environmental SystemsCredit Hours: 3Contact Hours: Lecture – 2.75 hours per weekInstructor: Charles T. Driscoll and Cliff I. DavidsonTextbooks and Other Materials:Required: Introduction to Environmental Engineerign and Science, by Gilbert M. Mastersand Wendell P. Ela, Pearson Prentice Hall, 3 rd Edition, 2008.Catalog Description: Introduction to systems theory and concepts applied to natural and builtenvironments. Sustainability, ecosystems mass and energy balances, chemical transformationand reactions. Basic principles for civil and environmental engineering design and decisionmaking.Prerequisites/Co-Requisites:1. Knowledge of differential and integral calculus; MAT 295.2. CHE 106Course Role in Curriculum: Required CourseCourse Objectives:The primary objectives of this course are to:• introduce principles of sustainability and systems as applied to the natural and builtenvironments;• provide skills necessary for quantitative assessments of civil and environmentalengineering problems;• use principles developed in class to evaluate and solve complex open-endedenvironmental problems and communicate the results of the analysis.Course Outcomes:At the completion of the class, each student should be able to:1.1.1. define and describe sustainability as it pertains to the local and globalenvironment.1.2. describe the difference between natural and built environments and thesustainability issues of each.1.3. summarize major environmental legislation and policy.[Student Outcomes: e, h, j]2.2.1. perform calculations relating to mass and energy balances.2.2. calculate growth within populations using various growth models.2.3. understand the assumptions inherent in population growth models.2.4. use GIS data sets.2.5. use US Census data sets.2.6. make engineering economic calculations.A-23

3.2.7. calculate current and projected water consumption rates.[Student Outcomes: a, b, c, e, g, h, j, k]3.1 utilize regional US data sets to evaluate current and projected future (2050)changes in population growth, energy production/consumption, land cover, waterresources, and air quality.3.2 understand the assumptions used in complex calculations and data analysis.3.3 work in teams to organize an oral presentation and written report pertaining to theanalysis of the regional data sets.[Student Outcomes: a, b, d, e, f, g, h, i, j, k]Course Topics:Sustainable EngineeringHuman DevelopmentPopulation and Resource ConsumptionMass and Energy TransferCalls to Action for SustainabilityWater Pollution and ControlAir QualityGlobal ChangeEngineering EconomicsIndustrial Ecology and Metrics of SustainabilityMaterialsGreen BuildingsA-24

MAT 295 – Calculus ICredit Hours: 4Contact Hours: Lecture: 3.67 hours per week. Recitation: 55 minutes per week.Instructor: Professor Terry McConnell (Course Supervisor)Textbooks and Other Materials:Required: Calculus: Early Transcendentals, James Stewart, 6 th Edition.Brooks/Cole,Thomson.Software: Enhanced WebAssign, an online homework system. (Purchased as a bundle fromthe bookstore.)Catalog Description: Analytic Geometry, limits, derivatives, maxima-minima, related rates,graphs, differentials, exponential and logarithmic functions, mean-value theorem, integration.For science majors.Prerequisites/Co-Requisites: MAT 194 (with a grade of C- or better) or its equivalent. Acalculus readiness test, administered on the first day of class, will be used to determine readinessfor MAT 295.Course Role in Curriculum: Required CourseLearning Outcomes:[Supplied by the Mathematics Department, these outcomes apply to allMathematics courses.]• Understanding the nature and role of deductive reasoning in mathematics• Ability to use and understand the usage of mathematical notation• Ability to follow proofs and other mathematical discourse• Ability to write simple proofs in the major proof formats (direct, indirect, inductive),and, more generally, to engage in mathematical discourse• Ability to select an appropriate mathematical model for a given real world problem• Ability to apprehend and enunciate the limitations of conclusions drawn frommathematical models• Ability to do hand calculations accurately and appropriately• Ability to do calculations with the aid of appropriate hardware and/or software• Having a basic knowledge of the contributions and significance of important historicalfigures in mathematics• Having a basic knowledge of the major modern theories of analysis, abstract algebra,geometry, and applied mathematics• Ability to effectively use mathematical word processing software• Having a basic understanding of career options available to mathematics majors• Ability to locate and use sources and tools that aid mathematical scholarship[Student Outcomes: a, k]A-25

MAT 296 – Calculus IICredit Hours: 4Contact Hours: Lecture: 2.75 hours per week. Recitation: 55 minutes per week.Instructor: Professor Dan Zacharia (Course Supervisor)Textbooks and Other Materials:Required: Calculus: Early Transcendentals, James Stewart, 6 th Edition. 2008.Brooks/Cole,Thomson.Software: Enhanced WebAssign, an online homework system. (Purchased as a bundle fromthe bookstore.)Catalog Description: Integration: the definite integral and applications; trigonometric functions,methods of integration, improper integrals, L'Hospital's rule, infinite series, elementarydifferential equations, parametric equations, polar coordinates.Prerequisites/Co-Requisites: MAT 295 (with a grade of C- or better).Course Role in Curriculum: Required CourseLearning Outcomes:[Supplied by the Mathematics Department, these outcomes apply to allMathematics courses.]• Understanding the nature and role of deductive reasoning in mathematics• Ability to use and understand the usage of mathematical notation• Ability to follow proofs and other mathematical discourse• Ability to write simple proofs in the major proof formats (direct, indirect, inductive),and, more generally, to engage in mathematical discourse• Ability to select an appropriate mathematical model for a given real world problem• Ability to apprehend and enunciate the limitations of conclusions drawn frommathematical models• Ability to do hand calculations accurately and appropriately• Ability to do calculations with the aid of appropriate hardware and/or software• Having a basic knowledge of the contributions and significance of important historicalfigures in mathematics• Having a basic knowledge of the major modern theories of analysis, abstract algebra,geometry, and applied mathematics• Ability to effectively use mathematical word processing software• Having a basic understanding of career options available to mathematics majors• Ability to locate and use sources and tools that aid mathematical scholarship[Student Outcomes: a, k]A-26

ECS 325 – Mechanics of SolidsCredit Hours: 4Contact Hours: Lecture – 3.58 hours per week. Recitation/Lab – 55 minutes per weekInstructor: Fares JnaidTextbooks and Other Materials:Required: Mechanics of Materials, 8 th Ed. R. C. Hibbeler, Pearson Prentice Hall, 2011.Recommended: Ranking Tasks for Mechanics of Materials, Shane Brown, Cara Poor,Pearson Prentice Hall, 2011.Catalog Description: Theory of deformation, stress, stress resultants, transformation. Elasticand inelastic constitutive behavior. Equilibrium. Tension and torsion of bars, flexure and shearof beams, pressure vessels. Thermoelasticity. Elastic and inelastic stability. Energy methods.Prerequisites/Co-Requisites:1. Statics (ECS221)2. Calculus (MAT295, MAT296)Course Role in Curriculum: Required CourseCourse Objectives:1. to introduce the concepts of stresses and strains in deformable bodies.2. to discuss the relationship between stresses and strains, stress and stress resultants,and strains and deformations.3. to introduce analysis methods for simple statically determinate and staticallyindeterminate engineering systems.4. To understand the behavior of deformable bodies under externally applied andtemperature loads.Course Outcomes:At the completion of this course, the student should be able to:1.1.1 understand the different types of stresses that are present in a deformablebody under a given loading.1.2 understand the different types of strains that are present in a deformable bodyunder a given loading.[Student Outcomes: a,e]2.2.1 use Hooke’s Law and Generalized Hooke’s Law to compute stresses fromstrains, and vice versa.2.2 learn the difference among uniaxial, biaxial and triaxial stress and strainstates.2.3 understand the difference between plane stress and plane strain idealizations.2.4 calculate internal stresses and strains in a deformation body under a givenloading condition.2.5 perform stress (and strain) analysis using stress (or strain) transformationequations and Mohr Circle.[Student Outcomes: a,e,k]A-27

3.4.3.1 draw free body diagrams and calculate internal forces and moments usingequilibrium equations.3.2 write shear and bending moment equations and draw shear and bendingmoment diagrams for beams.3.3 understand the difference between statically determinate and staticallyindeterminate systems.3.4 understand the concept of consistent displacements and write compatibilityequations for statically indeterminate systems.3.5 apply energy principles to solve statically determinate and staticallyindeterminate truss and beam problems.[Student Outcomes: a,e,k]4.1 understand system behavior under externally applied loads and temperatureloading.4.2 Compute thermal stresses and strain for statically determinate and staticallyindeterminate systems.[Student Outcomes: a,c,e]Course Topics:Stress-Strain Concept, Stress on an Oblique Plane under Axial LoadingHooke's Law and Poisson's RatioElastic versus Plastic BehaviorAnalysis of Statically Determinate Axially-Loaded MembersAnalysis of Statically Indeterminate Axially-Loaded MembersEffect of Temperature LoadingAnalysis of Statically Determinate & Indeterminate Torsion MembersTorsion of Noncircular and Thin-walled hollow MembersAnalysis of Flexural Members (V and M equations/diagrams)Analysis of Statically Determinate Flexural MembersNon-homogeneous SectionsShear Stress in Beams, Shear Flow and Built-up BeamsStress Analysis, and Thin-Walled Pressure VesselsCombined LoadingsStrain Analysis, Strain Rosette, & Generalized Hooke's LawBeam Rotations and Deflections by Double IntegrationAnalysis of Statically Indeterminate Beams by Method of SuperpositionEnergy Methods (Conservation of Energy)Castigliano’s Theorem Theorem of Least WorkColumn AnalysisA-28

ECS 326 - Engineering Materials, Properties and ProcessingCredit Hours: 3Contact Hours: Lecture – 2.75 hours per week. Recitation – 1 hour per weekInstructor: Joan DannenhofferTextbooks and Other Materials:Required: Mamlouk, M.S. and Zaniewski, J.P., Materials for Civil and ConstructionEngineers, 3 rd Ed, Pearson, 2011.Catalog Description: Introduction to the properties and applications of engineering materialswith emphasis on structure-property-processing relationships; fundamentals of structure,properties, and processing; materials selection for design; case studies of specific engineeringapplications.Prerequisites/Co-Requisites: noneCourse Role in Curriculum: Option to Satisfy Engineering Science RequirementCourse Objectives: As a first course in engineering materials for students with no previousbackground in the subject, the primary objective of this course is to link the physical andmechanical properties of materials to the design of devices and structures, and to relate theprocessing of materials and their subsequent properties through their structure. Specifically theobjectives are:• Introduce all of the classes of engineering materials, their structure and properties.• Relate the properties of materials to their structure and explain how processing affectsproperties through structure.• Introduce the concept of materials selection as part of the design process throughpresentation of case studies and failure analyses.Course Outcomes:At the completion of the course the student should:1. Understand the types of materials: metal and alloys, ceramics, polymers, compositesand semiconductors.2. Appreciate how material structures, e.g., electronic-, molecular-, crystal-, grain-,macro-structure are affected by processing and influence properties.3. Understand the physical (e.g., thermal, optical, electrical) and mechanical (e.g.,strength, modulus, ductility, fracture toughness, fatigue) properties of materials.4. Carryout appropriate calculations related to (3) including statistical analysis ofsamples5. Understand failure modes of materials.6. Understand materials selection to meet design needs and manufacturing requirements.7. Students should know the vocabulary, concepts, types of problems that can be solved,and be able to summarize main concepts.8. Students should be able to recognize the environmental and societal impact ofmaterial processing and manufacturing.A-29

9. Students should recognize current events and contemporary issues that either effectmaterial availability, processing, or new uses.[Student Outcomes: a, e, h, j, k]Course Topics:Material ConceptsNature of MaterialsMaterial SelectionSteelAluminumAggregatesCementMasonryAsphaltWoodCompositesA-30

CIE 337 – Introduction to Geotechnical EngineeringCredit Hours: 4Contact Hours: Lecture – 2.75 hours per week. Lab – 2.75 hours per weekInstructor: Shobha K.BhatiaTextbooks and Other Materials:Required: Geotechnical Engineering- Principles and Practices, Donald P. CodutoPrentice Hall, Upper Saddle River, NJ 07458, ISBN 0-13-576380-0Recommended: Experimental Soil Mechanics, by Bardet, Prentice-Hall, 1997.An Introduction to Geotechnical Engineering, by Robert D. Holtz and WilliamD. Kovacs, Prentice Hall, 1981.Catalog Description: Nature and composition of soils. Formation and classification of naturalsoils and man-made construction materials. Compaction, permeability and seepage, consolidationand settlement, shear behavior and strength.Prerequisites:Mechanics of Solids (ECS 325).Ability to use a computer and working knowledge of a spreadsheet program(e.g. EXCEL)Course Role in Curriculum: Required CourseCourse Objectives:• To learn the history and evolution of Geotechnical Engineering.• To learn soil formation and its influence on soil behavior.• To learn soil classification and engineering properties of soils and man-made constructionmaterials.• To measure the engineering properties through conducting experiments.• To build teamwork skills through group laboratory assignments.• To learn the contemporary issues related to Geotechnical engineering includingsustainability.Course Outcomes:At the completion of the course, each student should be able to:1. Development of Working Knowledge.1.1 Appreciate the interconnectivity between various elements of soil behavior, whichlend themselves to solutions of practical soil problems.1.2. Develop a “feel” for soil and man-made construction material behavior throughlaboratory experience.1.3. Develop engineering judgment through a combination of theory and practice.1.4. Understand sustainability principles and fundamentals of geotechnical engineeringand their role in real-world geotechnical engineering design problems.[Student Outcomes: b, e]A-31

2. Communication Skills.2.1 Produce technical reports in which information is presented clearly and concisely[Student Outcomes: g]3. Team Work and Ethical Responsibilities3.1 Work in a team wherein tasks such as collecting, analyzing and reporting data aredistributed evenly and every student does his/her fair share of work.3.2 Prepare a joint report where each student gets an opportunity to author the reportand thus take the leadership role.3.3 Work with a sense of individual responsibility towards his/her partners and refrainfrom dubious methods such as cheating, copying, faking results, or anything thathampers the pursuit of knowledge.[Student Outcomes: d, f]4. Life-Long Learning4.1. Develop and sustain curiosity and interest, achieve learning success/ satisfactionresulting in a desire to continue learning, as emphasized by the guest speakersinvited to address the role of Geotechnical engineering in current problems.4.2. Develop an awareness of various ongoing projects dealing with various economic,social and environmental issues.[Student Outcomes: i, j]Course Topics:Soils and other Man-made Construction materials,Sustainability Principles in Geotechnical EngineeringEngineering Geology and Soil FormationIndex Properties and Soil ClassificationConstruction Methods, Equipments and compactionGround Water, Flow through SoilsFlow Nets, Uplift Pressures and FiltersGeostatic StressesCompressibility of Soil and other Man-made Construction materialsConsolidation ProcessConsolidation Settlement PredictionRate of Consolidation Accuracy of Settlement PredictionShear Failure in SoilsShear Strength of Saturated Clays and SiltsShear Strength of saturated Sands and GravelsShear Strength MeasurementsContemporary issues related to Geotechnical EngineeringA-32

CIE 341 – Introduction to Environmental EngineeringCredit Hours: 3Contact Hours: Lecture – 3 hours per week. Recitation – 1 hour per weekInstructor: David ChandlerTextbooks and Other Materials:Required: Principles of Environmental Engineering and Science, 2 nd Ed. M.L. Davis,and S.J. Masten, McGraw-Hill, New York, NY. 2009.Catalog Description: Fundamental principles of environmental processes, pollution, andpollution control, including mass transfer, water chemistry and microbiology, water and airpollution, and solid- and hazardous-waste management.Prerequisites/Co-Requisites:1. Knowledge of chemistry principles: CHE 106/107.2. Knowledge of integral claculus: MAT 295 through MAT 485.3. Knowledge of basic principles for civil and environmental engineering design: CIE 274Course Role in Curriculum: Required CourseCourse Objectives:• To learn principles of environmental engineering and science.• To build skills the skills to quantitative assess environmental problems.• To solve complex open-ended environmental problems.• To build teamwork skills communicate the results of complex analysis.Course Outcomes:At the completion of this course, the student should be able to:1. Understand and apply basic concepts of environmental engineering.1.1 Demonstrate proficiency in environmental engineering though knowledge ofimportant terms related to physical, chemical and biological phenomena.1.2 Conduct mass and energy balances.1.3 Apply simple water qulity models.[Student Outcomes: a,c,f,h,i,j,k]2. Perform environmental analysis through appropriate calculations.2.1 Make reasoned, appropriate assumptions for complex engineering problems.2.2 Present detailed calculations in a clear, logical manner.2.3 Explain and defend the results of analysis.[Student Outcomes: a,b,c,e,h,i,j,k]3. Apply engineering science knowledge to the analysis of real problems.3.1 Manage and perform basic quality control on real environmental data.3.2 Make complex calculations and appropriate assumptions to use environmentaldata.[Student Outcomes: a,b,e,j,k]A-33

4. Work in teams to collect, analyze, and report data.4.1 Prepare a joint report for a group project.4.2 Present detailed analysis through appropriate use of charts and figures.4.3 Defend project approach and results to an audience.[Student Outcomes: a,b,d,g,k]Course Topics:SustainabilityEnvironmental MeasurementsGeneral Chemistry/StoichiometryRedox Reactions/ Chemical EquilibriaAlkalinityMaterials/Energy BalancesReactor AnalysisLake Ecosystems/Phosphorus ModelOxygen DemandOxygen Sag ModelWetlands/Low Impact DevelopmentGroundwater/Well HydraulicsSurface Water/Land SubsidenceWater and Wastewater TreatmentMunicipal Wastewater SystemsManagement, Reduction, CollectionSanitary LandfillsLegislationTreatment Technologies/RemediationComparison of AlternativesBuildings/MaterialsRightsizing Buildings/Energy EfficiencyPerception, Assessment, ManagementA-34

MAE 341 – Fluid MechanicsCredit Hours: 4Contact hours: Lecture: 3.7 hours per week. Recitation: 0.92 hours per week.Instructor: Jacques LewalleTextbook and Other Materials:Required:Fundamentals of Fluid Mechanics by Munson, Young, Okiishi and Huebsch. JohnWiley and Sons.Catalog Description: Hydrostatics. Control volume analysis. Basic equations in differentialform. Inviscid incompressible flow. Viscous flows in pipes and ducts. Estimation of head lossesin fluid systems. Analysis of boundary layers by integral equations. Dimensional analysis.Prerequisites: MAT 397, PHY 211, ECS 221 (pending)Course Role in Curriculum: Required Course.Course Outcomes:At the end of this course, the student should be able to:1. solve fluid-static problems2. solve fluid-dynamic problems3. apply differential and control-volume analysis techniques4. use dimensional analysis to solve fluids problems5. solve viscous internal and external flow problems6. demonstrate an awareness of the complexity of real flows[Student Outcomes: a, e, k]Course Topics:A. General concepts: pressure, viscosity, etc.B. Dimensional analysis: Pi-theorem, similarityC. Hydrostatics, forces on surfacesD. Bernoulli's equationE. Kinematics of fluid motionF. Control volume analysisG. Differential formulation, stresses, potential flowsH. Viscous pipe flows: Poiseuille, losses, empirical formulae.A-35

CHE 346 – Physical ChemistryCredits: 3Contact Hours: Lecture: 2.8 hours per week.Instructor: Jerry GoodismanTextbook and Other Materials:Required: Physical Chemistry, 2 nd Ed. Thomas Engel and Philip Reid. Prentice-Hall, 2010.Catalog Description: Properties of gases, liquids, and solids. Elementary thermodynamics andchemical applications. Chemical and phase equilibrium. Laws of solutions.Prerequisites: CHE 116, MAT 296, PHY 212 (Corequisite)Course Role in Curriculum: Option to Satisfy Engineering Science Requirement.Course Outcomes:At the end of the course the successful student will be able to:• …distinguish between enthalpy, entropy and Gibbs free energy, and articulate how theyapply to chemical thermodynamics.• …solve problems in thermochemistry.• …calculate the Gibbs free energies of mixtures and reactions.• …estimate equilibrium constants from thermodynamic data.• …calculate changes in enthalpy, entropy and free energy for physical processes.• …interpret phase diagrams.• …apply the Clausius-Clapyron equation to predict temperature from pressure, or viceversa, for sub-critical systems.• …use non-ideality corrections for electrolytes.• …compute electrical potentials for redox reactions.• …apply the Nernst equation to estimate chemical activities in electrode systems.[Student Outcomes: a, e]Course Topics:Energy, Heat and WorkChemical ThermodynamicsThermochemistryEntropy and the Second LawFree Energy and EquilibriumThird Law of ThermodynamicsPhases and Phase DiagramsSurface TensionIdeal and Real SolutionsThermodynamics of ElectrolytesElectrochemical CellsThermodynamics of Electrochemical ReactionsA-36

CIE 352 – Water Resources EngineeringCredit Hours: 4Contact Hours: Lecture – 3 hours per week. Lab/Recitation – 1 hour per weekInstructor: David ChandlerTextbooks and Other Materials:Required: Fundamentals of Hydraulic Engineering Systems, 4 th Ed., R.J. Houghtalen,A.O. Akan and N.H.C. Hwang, Prentice Hall, 2010.Recommended: Physical Hydrology, 2 nd Ed., S.L. Dingman, Prentice Hall, 2002.Catalog Description: Analysis and design of hydraulic facilities including pipe systems, openchannels, pumps and turbines, and ground water wells. Analysis of rainfall and river flow;surface and subsurface water storagePrerequisites/Co-Requisites:1. Knowledge of fluid mechanics: CIE 327 OR MAE 341.Course Role in Curriculum: Required CourseCourse Objectives:• To learn the fundamentals of of hydraulics and hydrology.• To understand how to solve engineering design problems using hydraulic andhydrologic principles and methods.• To understand societal needs and implications for engineered water systems.• To improve computer skills through use of software to solve hydraulics andhydrology problems.Course Outcomes:At the completion of this course, the student should be able to:1. Understand how to use the continuity, momentum and energy equations to solvehydraulics problems including flow in closed conduits, flow in open channels, pumps,and flow in the subsurface environment.[Student Outcomes: a,c,e,k]2. Understand the components and processes of the hydrologic cycle.[Student Outcomes: a]3. Understand the methods used to make, analyze and report hydraulic and hydrologicmeasurements.[Student Outcomes: a,b,d,g,]4. Understand how to derive and use relationships between rainfall and runoff.[Student Outcomes: a,k]5. Understand how to use statistics and probability theory to characterize and presentA-37

hydrologic data.[Student Outcomes: a,g,k]6. Understand how to do engineering design calculations using hydrologic and hydraulicprinciples and calculation techniques.[Student Outcomes: a,i,k]7. Understand contemporary social issues related to water and water resources[Student Outcomes: f,h,j]Course Topics:Pressure head and manometersEnergy equationReynolds NumberFriction lossesMinor losesEquivalent pipesPipes in series and parallel pipesFlow between reservoirsBranching pipesPipe networks,Water hammer and surge reliefPump selection,Cavitation and NPSHPumps in series and parallelPump systems and operating pointsOpen channel flow classesNormal flow and specific energyHydraulic jumpsEarth channel designNatural channel morphologyBuffers for development and watershed protectionWater balance componentsRainfall-runoffUnit hydrographDrainage networks, flow routing,Flow generation,Water quality and hazardsSCS TR-55Storage routingStormwater collection designHydrologic measurementsA-38

CIE 372 – Project Layout and Site PlanningCredits: 3Instructor: Chris JohnsonTextbook and Other Materials:Required:Geomatics. Barry F. Kavanagh. Prentice-Hall, Upper Saddle River, NJ.2003.Recommended: Harnessing AutoCAD Civil 3D 2010. Phillip J. Zimmerman. AutodeskPress/Delmar CENGAGE Learning, Clifton Park, NY. 2009.Catalog Description: Construction surveying; cut and fill calculations; route surveying; GPSmethods; site planning and layout issues. Project-oriented course includes CAD applications incivil engineering and field work with modern surveying equipment and software.Prerequisites: CIE 272, MAT 295Course Role in Curriculum: Elective CourseCourse Objectives:• To learn the fundamentals of route surveying and construction surveying.• To apply concepts of planning to a real-world design project.• To learn how to use GPS for surveying data collection.• To combine field and office work in a realistic engineering project.Course Outcomes:At the completion of this course, the student should be able to:1. Generate and analyze surveying data.1.1. Use a total station or measuring angles, elevations, and horizontal distances.1.2. Use global positioning systems (GPS) equipment to determine the positions ofpoints on the ground.1.3. Compute the geometry of horizontal and vertical curves.1.4. Estimate land areas and cross-sectional areas.1.5. Determine volumes for cut-and fill calculations.1.6. Stake out points from an engineering design on the ground.[Student Outcomes: a,b,e,k]2. Use Autocad and Civil 3D to portray surveying data and create a design for a landdevelopment application.2.1. Import field data for use in Autocad/Civil 3D.2.2. Create high-quality maps in Autocad/Civil 3D.2.3 Develop cross-sections of land surfaces.2.4 Implement a land-development design using Autocad/Civil 3D.2.5 Export data from Autocad/Civil 3D for use in the field.[Student Outcomes: a,b,c,e,g,k]A-39

3. Work in teams to collect, analyze, and report data.3.1. Work with others to collect surveying data.3.2. Delegate and accept responsibility for components of a design project.3.3. Negotiate with colleagues to reach consensus decisions on design alternatives.3.4. Present engineering calculations in a clear, effective manner.[Student Outcomes: b,d,g,k]Course Topics:Topographic SurveysProfiles and Cross-SectionsCut and Fill CalculationsGlobal PositioningGPS SurveyingCoordinate SystemsControl SurveysCurve GeometryCurve LayoutCompound CurvesSpiral CurvesVertical CurvesUse of Autodesk Civil 3DA-40

GEO 383 – Geographic Information SystemsCredit Hours: 4Contact Hours: Lecture: 1.8 hours per week; Lab: 2 hours per weekInstructor: Peng GaoTextbooks and Other Materials:Required:Fundamentals of Geographic Information Systems , 4 th edition Michael DeMers,2009, Wiley.Recommended: Getting to Know ArcGIS desktop 2 nd edition 2008, Updated for ArcGIS 9.3:Basics of ArcView, ArcEditor, and ArcInfo, ESRI Press.Catalog Description: Basic concepts in spatial data handling. Algorithms and data structures forGeographic Information Systems (GIS). Demonstration of power, potential, and limitations ofGIS. Required laboratory work.Prerequisites/Co-Requisites: NoneCourse Role in Curriculum: RequiredCourse Objectives:• introduce operations and analytic functions of GIS.• demonstrate the varied applications of GIS.• provide hands-on practical experience with a leading GIS program.Course Outcomes:At the completion of this course, the student should be able to:• Describe what geographic information science is, and identify major topics andchallenges in the field.• Synthesize and integrate key GIS concepts, including data models, data structures, andspatial analysis.• Describe how a geographic information system works.• Consider and evaluate the advantages and disadvantages of using GIS for variousapplications in the natural and social sciences.• Understand and articulate the elements of a successful GIS analysis.• Outline major data quality issues associated with GIS, and state the importance ofmetadata.• Demonstrate basic GIS mapping skills using ArcGIS.• Be able to perform rudimentary spatial analysis in ArcGIS.[Student Outcomes: b, g, h, k]A-41

Course Topics:Introduction to GIS and applicationsgeographic representationspatial datageoreferencingspatial data modeling, including raster, vector, and surface modelsmethods of data input and editingattribute data managementdata analysesdevelopments and the future of GISA-42

MAT 397 – Calculus IIICredit Hours: 4Contact Hours: Lecture: 2.75 hours per week. Recitation: 55 minutes per week.Instructor: Professor Andrew Vogel (Course Supervisor)Textbooks and Other Materials:Required: Calculus: Early Transcendentals, James Stewart, 6 th Edition. 2008.Brooks/Cole,Thomson.Software: Enhanced WebAssign, an online homework system. (Purchased as a bundle fromthe bookstore.)Catalog Description: Analytic geometry and vectors; functions of more than one variable,multiple integrals, partial differentiation, physical applications.Prerequisites/Co-Requisites: MAT 296 (with a grade of C- or better).Course Role in Curriculum: Required CourseLearning Outcomes:[Supplied by the Mathematics Department, these outcomes apply to allMathematics courses.]• Understanding the nature and role of deductive reasoning in mathematics• Ability to use and understand the usage of mathematical notation• Ability to follow proofs and other mathematical discourse• Ability to write simple proofs in the major proof formats (direct, indirect, inductive),and, more generally, to engage in mathematical discourse• Ability to select an appropriate mathematical model for a given real world problem• Ability to apprehend and enunciate the limitations of conclusions drawn frommathematical models• Ability to do hand calculations accurately and appropriately• Ability to do calculations with the aid of appropriate hardware and/or software• Having a basic knowledge of the contributions and significance of important historicalfigures in mathematics• Having a basic knowledge of the major modern theories of analysis, abstract algebra,geometry, and applied mathematics• Ability to effectively use mathematical word processing software• Having a basic understanding of career options available to mathematics majors• Ability to locate and use sources and tools that aid mathematical scholarship[Student Outcomes: a, k]A-43

CIE 400 - Environmental GeostatisticsCredits: 3Instructor: Chris E. JohnsonTextbook and Other Materials:Required: Geostatistics for Environmental Scientists. 2 nd ed. Richard Webster and MargaretA. Oliver. John Wiley & Sons, Chichester, 2007.Catalog Description: Statistical analysis of spatial patterns in environmental data. Exploratorydata analysis; estimation, modeling, and interpretation of variograms; prediction using kriging.Applications in engineering, geography, earth science, environmental science and ecology. Useof geostatistical software.Prerequisites: MAT 296, CIE 272Course Role in Curriculum: Elective CourseCourse Objectives:The principle objectives of this course are to:• Assist students in developing skills in exploratory data analysis.• Examine techniques for the characterization, display, and modeling of spatial variation inenvironmental data.• Understand the principles of kriging and the estimation of environmental properties atunsampled locations.Course Outcomes:At the end of this course, the student is expected to be able to perform the following tasks withlittle or no review:o Compute and interpret descriptive statistics for a single variable (including box-andwhiskerplots, histograms, etc.).o Evaluate the fit of a distribution to a set of data and evaluate possible normalizingtransformations.o Identify outlying samples in a set of data.o Compute measures of bivariate association (correlation, Q-Q plots, histograms, etc.).o Compute and plot measures of spatial dependence (spatial covariance, semivariance,madogram, etc.).o Interpret the meaning of experimental semivariograms.o Fit semivariogram models to experimental data.o Use ordinary kriging to estimate the value of a property at an unsampled point.o Use block kriging to estimate the value of a property at an unsampled point.o Create maps using ordinary or block kriging.o Evaluate the quality of kriging results through cross-validation.o Compute indicator values and analyze their spatial patterns.A-44

o Use kriging techniques with indicator variables for risk assessment.[Student Outcomes: a, b, g, k]Course Topics:Exploratory Data AnalysisRegression for Spatial DataVariogram EstimationSpatial Analysis with SGeMSRandom FunctionsPrinciples of InterpolationOrdinary KrigingKriging for MappingCross-ValidationIndicator KrigingCross-Correlation and Co-KrigingA-45

CIE 400 – Principles of Environmental HealthCredits: 3Contact Hours: Lecture: 2.8 hours per week.Instructor: Swiatoslav W. KaczmarTextbook and Other Materials:Required: Environmental Health: from global to local. Howard Frumkin, editor. 2 nd Ed.Jossey-Bass. 2005.Other readings/materials as indicated on Blackboard and/or provided by theinstructor. (i.e. handouts, journal articles, e-readings)Catalog Description: Scientific and engineering approaches to the characterization andmanagement of environmental health risks. Physiological mechanisms by which exposure toenvironmental chemicals and biological agents impact human health. Risk of populationexposure to environmental hazards. Common environmentally related diseases and their causes.Engineering and regulatory approaches for the prevention of health impacts caused by chemicalsand biological agents in potable water, food, and consumer products, and by the uncontrolleddisposal of sanitary, municipal and industrial waste.Prerequisites: NoneCourse Role in Curriculum: Elective CourseCourse Outcomes:At the end of this course, the student will be able to:• …describe the direct and indirect human, ecological and safety effects of majorenvironmental and occupational agents.• …describe genetic, physiologic and psychosocial factors that affect susceptibility toadverse health outcomes following exposure to environmental hazards.• …describe federal and state regulatory programs, guidelines and authorities that controlenvironmental health issues.• …articulate how biological, chemical and physical agents affect human health.• …specify current environmental risk assessment methods.• …specify approaches for assessing, preventing and controlling environmental hazardsthat pose risks to human health and safety.• …explain the general mechanisms of toxicity in eliciting a toxic response to variousenvironmental exposures.• …discuss various risk management and risk communication approaches in relation toissues of environmental justice and equity.• …draw appropriate environmental health inferences from epidemiologic data.• …describe the role of social and community factors in both the onset and solution ofenvironmental health problems.[Student Outcomes: a, b, f, h, j]A-46

Course Topics:Introduction to Environmental and Public HealthRisk perception, cost of protection and the concepts of “zero risk” and “sustainability”Responsibilities and ethical duties of environmental health professionalsReview of Environmental ChemistryReview of Human PhysiologyToxicology ConceptsRoutes of exposureAgents and mechanisms of actionRadiationRisk AssessmentSource and hazard assessmentExposure and risk characterizationEpidemiology and risk assessmentTerms and objectivesStatistics and riskTracking time and populationsCausation vs. associationApplying and communicating epidemiological informationRisk managementRisk CommunicationCommunicable diseases – agents and vectorsHealth and Safety in the WorkplaceWorker exposure monitoringExposure standards and criteriaHazard Communication and TrainingWorker ProtectionFood SafetyProduct SafetyDrinking WaterSewage and wastewaterSolid Waste DisposalAir QualityA-47

CIE 442 – Treatment Processes in Environmental EngineeringCredit Hours: 4Contact Hours: Lecture – 2.75 hours per week. Lab – 2.75 hours per weekInstructor: Raymond D. LettermanTextbooks and Other Materials:Required: Water and wastewater engineering: design principles and practice, Davis, M.L., McGraw-Hill, NY, 2010.Catalog Description: Fundamental engineering concepts and principles used for the design andoperation of water and wastewater treatment systems. Estimating water demand and wastewaterflows in the urban water use cycle. Significance of government regulations and standards.Prerequisites/Co-Requisites:Knowledge of differential and integral calculus (MAT 295, MAT 296).2. Fundamentals of fluid mechanics (MAE 341).3. An introductory course in environmental engineering (CIE 341).4. An introductory course in water resources engineering (CIE 352).Course Role in Curriculum: Required CourseCourse Objectives:1. Understand how individual treatment processes work and know how to determinethe magnitude of the more important process design and operational parametersusing laboratory measurements and scientific and engineering principles, and,2. Know the basic process configurations used in water and wastewater treatmentsystems in the urban water use cycle and the form and purpose of the componentprocesses.Course Outcomes:At the completion of this course, the student should be able to:1. Understand the urban water cycle and be able to estimate quantities and quality ofwater at critical points in the cycle.2. Understand the types of processes used to treat water and wastewater.3. Understand how processes are configured in treatment systems.4. Understand the fundamental engineering and science principles that are used to designand operate the processes used in treatment systems.5. Learn how to use laboratory procedures and measurements to determine themagnitude of certain design and operational parameters of treatment processes.6. Understand how government regulations and design standards affect how engineersdesign and operate water and wastewater treatment systems.[Student Outcomes: a, b, c, e, g, i, j & k]Course Topics:• Introduction – The Urban Water Cycle – Treatment Systems• Water Use and Wastewater Generation• Water Distribution and Wastewater CollectionA-48

• Process Design Concepts (Unit Operations)• Chemical Treatment Processes• Physical Treatment Processes• Biological Treatment Processes• Processing of sludges• Advanced Treatment Processes and Water ReuseA-49

CIE 457 – BiogeochemistryCredit Hours: 3Contact Hours: Lecture: 2.75 hours per week.Instructors: Charles T. Driscoll and Myron J. Mitchell (SUNY-ESF)Textbooks and Other Materials:Required: Biogeochemistry: an Analysis of Global Change, 2 nd Edition. W. H. Schlesinger.Academic Press, 1997Other: Climate Change in the U.S. Northeast. NECIA. UCS Publications, 2 BrattleSquare, Cambridge,MA 02238-9105. 2006.Catalog Description: Biogeochemical relationships as a unifying concept for ecological systems,including importance of biogeochemical relationships in ecosystems and global cycles. Theinterface between abiotic and biotic components of ecosystems is explained.Prerequisites/Co-Requisites: NoneCourse Role in Curriculum: Elective CourseCourse Objectives:1. To explain the principles of biogeochemical cycling in ecological systems.2. To acquaint the student with the methodology needed to carry out research inbiogeochemistry.Course Outcomes:At the end of this course, students should be able to:• Outline the major components of the global carbon and nitrogen cycles.• Identify the key fluxes and pools of nutrients in terrestrial and aquatic ecosystems.• Perform mass balance calculations related to the cycling of nutrients in terrestrial andaquatic ecosystems.• Identify sources in the primary literature related to biogeochemical issues.• Synthesize the results from multiple primary sources, related to a topic inbiogeochemistry.• Work in teams to prepare a presentation on a topic in biogeochemistry.[Student Outcomes: a, b, d, h, j]Course Topics:Cycles in Biogeochemistry.Atmospheric Composition.Biogeochemical Reactions in the Atmosphere.Atmospheric Deposition.Rock Weathering.Soil Chemical Reactions and Soil Development.The Carbon Cycle of Terrestrial Ecosystems:Photosynthesis. Respiration.A-50

Net Primary Production and Global Change.The Fate of Net Primary Production.Humus Formation and Soil Organic Matter.Biogeochemical Cycling on Land:Nutrient Allocations and Cycling in Land Vegetation.Biogeochemical Cycling in the Soil.Calculating Landscape Mass-Balance and Responses to Global Change.Biogeochemistry in Freshwater Systems:Primary Production and Nutrient Cycling in Lakes.Lake Budgets.Wetlands, Rivers and EstuariesStream Hydrology.The Oceans:Ocean Circulation.The Composition of Seawater.Net Primary Production in the Oceans.Nutrient Cycling in the Ocean.Global Cycles:The Global Water CycleThe Global Carbon CycleThe Global Nitrogen Cycle.The Global Phosphorous.The Global Sulfur Cycle.A-51

GNE 461 – Air Pollution Engineering (formerly ERE 441)Credit Hours: 3Contact Hours: Lecture – 3 hours per weekInstructor: S. G. ChatterjeeTextbooks and Other Materials:Required: Air Pollution Control - A Design Approach, 4 th edition, C. David Cooper and F.C. Alley Waveland Press, Prospect Heights, Illinois, 2011Catalog Description: Study of physical, chemical, legislative, and meteorological aspects of airpollution and its control. Air quality and emission standards. Local and global effects of airpollution and atmospheric dispersion modeling. Design principles of air pollution controldevices.Prerequisites/Co-Requisites: 1 year of college-level physics, chemistry and calculusCourse Role in Curriculum: RequiredCourse Objectives:• to study the fundamental principles of air pollution.• to study the engineering and applied science concepts relevant to air pollution.Course Outcomes:At the completion of this course, the student should be:• Familiar with the physical, chemical, legislative, and meteorological aspects of airpollution, with sources and the nature of air pollution, and with issues of air quality andemission standards.• Able to use air pollution dispersion models to predict ambient air concentrations of airpollutants.• Familiar with the operational and design principles of air pollution control devices (e.g.,gravity settlers, cyclones, electrostatic precipitators, fabric filters, adsorbers, absorbers,biofilters).[Student Outcomes: a, c, e, h, j, k]A-52

Course Topics:types of air pollutantsair quality standardsClean Air Actsources and effects of air pollutionglobal climate change (e.g., greenhouse effect and stratospheric ozone depletion)atmospheric physicsatmospheric dispersion modeling (fixed-box and Gaussian plume models)mechanisms of the formation of photochemical smogoperating and design principles of air pollution control equipmentgravity settlerscycloneselectrostatic precipitatorsfabric filtersadsorbersabsorbersbiofiltersA-53

CIE 471 – Environmental Chemistry and AnalysisCredit Hours: 3Contact Hours: Lecture – 3 hours per week. Lab – 3 hours, alternating with lectureInstructor: David ChandlerTextbooks and Other Materials:Required: Chemistry for Environmental Engineering and Science. 5th ed. C.N. Sawyer,P.L. McCarty, and G.F. Parkin. McGraw-Hill, New York, NY, 2003.Recommended: Water Chemistry. M.M. Benjamin. McGraw-Hill, New York, NY, 2002.Water Chemistry. V.L. Snoeyink and D. Jenkins. John Wiley & Sons, NewYork, NY, 1980.Catalog Description: An introduction to chemical principles in natural and engineeredenvironmental systems. T hermodynamics and kinetics of reactions; acid-base chemistry;environmental organic chemistry; treatment process design applications. Includes selectedlaboratory exercises.Prerequisites/Co-Requisites:1. Knowledge of differential and integral calculus (MAT 295; MAT 296).One year of general chemistry (CHE 106, 116).Ability to use computers to manipulate and graph data.A one-semester introductory course in environmental engineering (CIE 341) is helpful,but not required.Course Role in Curriculum: Required Course for environmental engineeringTechnical, Design Elective Course for other engineering programsCourse Objectives:• To apply fundamental concepts of chemistry to environmental situations.• To understand the errors and uncertainty inherent in laboratory chemical analyses.• To develop the ability to solve complex problems in environmental chemistry,involving multiple phases and/or components.• To build computer skills, particularly in data display and analysis.• To build teamwork skills through group laboratory assignments.Course Outcomes:At the completion of this course, the student should be able to:1. Apply chemical concepts qualitatively and quantitatively to a broad range ofenvironmental problems.1.1. Solve complex problems involving equilibrium chemical concepts.1.2. Use chemical kinetics to solve complex problems.1.3. To judge when to use equilibrium concepts and when to use kinetics tosolve problems.1.4. To determine the pH and alkalinity of simple and complex acid-basemixtures.1.5. Devise chemical treatment strategies water and waste water applications.A-54

1.6. Understand the importance of chemical structure to enviromental behaviorof organic chemicals.1.7. Demonstrate an ability to make reasoned qualitative judgments about thelikely effects of chemical additions to environmental systems.[Student Outcomes: a,c,e]2. Critically evaluate and analyze laboratory data for environmental chemistry.2.1. Understand the errors and uncertainties in various types of laboratoryanalyses.2.2. Use computer skills to manage laboratory data.2.3. Use computer skills to create high-quality charts of laboratory data.2.4. Hypothesize why experimental data deviate from theoretical results.[Student Outcomes: a,b,g,k]3. Use appropriate techniques in the analysis and reporting of their findings.3.1. Make high-quality graphs of chemical data and relationships.3.2. Determine chemical constants and parameters through graphical analysis.3.3. Organize and compose a technical report in an appropriate format.3.4. Use word processing software to create technical documents.[Student Outcomes: a,b,e,g,k]4. Work in teams to collect and analyze data.4.1. Divide responsibilities in collecting laboratory data.4.2. Negotiate with colleagues to reach consensus on methods and data quality.[Student Outcomes: b,d,(f)] †Course Topics:Electrons, chemical bonding, and environmental behaviorStoichiometry and the expression of concentrationClassification of organic chemicalsThermodynamics of reactionsThermodynamic basis of chemical equilibriumChemical activityEquilibrium calculations“Partition” reactionsKinetics of chemical reactionsKinetic basis of chemical equilibriumDissociation of acids and basespH as “master variable”Proton BalancesLogC-pH diagramsAcid-base mixtures / titration problemsMulti-protic acids and basesOrganic acids and partitioningpH bufferingAlkalinity and acidity: measurement and theoryA-55

CIE 472 – Applied Environmental MicrobiologyCredit Hours: 3Contact Hours: Lecture – 2.67 hours per week. Lab – 4 per semester during lecture period.Instructor: Andria Costello StaniecTextbooks and Other Materials:Required:None.Recommended: Brock Biology of Microorganisms, 12 th edition, Madigan, Martinko,Dunlap and Clark. 2009. ISBN: 0-132-32460-1. (Available for 2 hourloan through the SU Library).Catalog Description: General principles and applications of environmental microbiology andmicrobial processes. Role of microbes in water pollution control, environmental health, andelement cycling in the environment.Prerequisites/Co-Requisites:1. One year introductory chemistry2. Mathematics through differential equations3. Introductory Environmental Engineering (CIE 341)Course Role in Curriculum: Required Course for environmental engineeringTechnical, Design Elective Course for other programsCourse Objectives:• Introduce the principles of applied environmental microbiology and the relationshipof this field to environmental engineering;• provide the skills necessary for qualitative and quantitative assessments of problemsin applied environmental microbiology;• use the principles developed in class to explain the role of different groups ofmicroorganisms in the environment.Course Outcomes:At the completion of the class, each student should be able to:1.1.1 identify the principles of basic microbiology, microbial phenomena, and processes inthe environment;1.2 explain the basics of microbiology, microbial genetics, environmental health,biochemistry, microbial processes, energetics, and kinetics; and1.3 solve problems related to microbial processes.[Student Outcomes a, h, i, j]2.2.1 Calculate coliform die-off, phosphatase activity, and biochemical oxygen demand;2.2 evaluate and interpret data related to applied microbiology in the environment;2.3 perform laboratory measurements including standard plate count and coliform tests,biochemical oxygen demand, and enzyme activity;2.4 explain detailed calculations in a clear, logical manner;A-56

3.2.5 explain the assumptions used in the analysis of data; and2.6 evaluate and justify the results of your analysis to peers.[Student Outcomes a, b, d, f, g, i, j]3.1 Explain your ideas and thoughts in written and oral communications;3.2 evaluate and solve complex open-ended environmental microbiology problems;3.3 formulate reasoned, appropriate assumptions for complex engineering problems;3.4 analyze the environmental relevance and applications of microorganisms from watersamples taken from Onondaga Lake and surrounding tributaries;3.5 work effectively in a team; and3.6 develop written and oral presentations pertaining to microorganisms and their role inthe environment.[Student Outcomes a, d, f, g, h, i, j]Course Topics:Evolution of microorganismsMicroorganisms and their natural environmentsHistorical roots of microbiologyMicrobial diversityCell structure and functionNutrition and culture of microorganismsEnergetics and enzymesOxidation-reduction and energy-rich compoundsEssentials of catabolismEssentials of anabolismGrowth of bacterial populationsMeasuring microbial growthEnvironmental factors affecting growthWastewater microbiology and water purificationBiochemical oxygen demandWaterborne microbial diseasesIndustrial microorganisms and product formationNutrient cycles (carbon, nitrogen, oxygen, sulfur, iron)Microbial bioremediationPhytoremediationAntibiotics and resistanceEnergy production/alternative energyMicrobial genetics/biotechnologyA-57

CIE 475 – Civil and Environmental Engineering DesignCredit Hours: 4Contact Hours: Lecture – 9 hours per week.Instructors: David Chandler and Samuel ClemenceTextbooks and Other Materials: No text. Design project material and handouts will beprovided throughout the semesterCourse Description: Principles from the fundamental areas of civil and environmentalengineering applied in open-ended design projects. Economics, safety, reliability, management,business, leadership and social considerationsPrerequisites/Co-Requisites:1. Basic knowledge of mathematics, basic engineering, and sciences.2. Knowledge of the following Civil/Environmental Engineering areas:a. Environmentalb. Geotechnicalc. Structurald. Transportatione. Water Resources3. Advanced Computing SkillsCourse Role in Curriculum: Required CourseCourse Objectives:• Develop the ability to formulate and design Civil/Environmental engineering• project to meet specific needs.• Develop the ability to work on a team to accomplish a design project.• Develop the ability to communicate effectively.• Develop an understanding of the professional, leadership, management, businesseconomical and ethical issues encountered in engineering.• Recognize the importance of lifelong learning.Course Outcomes:At the completion of the course, each student should have:1. Ability to design system, component or process to meet needs.[Student Outcomes: c]2. Ability to function on multidisciplinary terms.[Student Outcomes: d]3. Ability to identify, formulate and solve engineering problems.[Student Outcomes: e]4. Understanding of professional and ethical responsibility.[Student Outcomes: f]5. Ability to communicate effectively.[Student Outcomes: g]A-58

6. Recognition of need for, and an ability to engage in lifelong learning.[Student Outcomes: i]7. A knowledge of contemporary issues.[Student Outcomes: j]8. An ability to use techniques, skills and modern engineering tools necessary forengineering practice.[Student Outcomes: k]Course Topics:Definition of DesignTeamwork and leadership SkillsDesign/Construction ProcessCost Estimation of Construction ProjectsEngineering EconomicsProfessionalism in Civil/Environmental EngineeringEthicsEffective CommunicationProfessional Registration/Lifelong LearningA-59

MAT 485 – Differential Equations and Matrix AlgebraCredit Hours: 3Contact Hours: Lecture: 2.75 hours per week.Instructor: Vincent Fatica (Course Supervisor)Textbooks and Other Materials:Required: Differential Equations and Linear Algebra, 2 nd Edition. J. Farlow, J. Hall, J.McDill, and B. West. 2007. Pearson.Catalog Description: Solution of ordinary differential equations, including series methods.Vector spaces, matrix algebra, rank, linear systems, eigenvalues and eigenvectors.Prerequisites/Co-Requisites: MAT 397.Course Role in Curriculum: Required CourseLearning Outcomes:[Supplied by the Mathematics Department, these outcomes apply to allMathematics courses.]• Understanding the nature and role of deductive reasoning in mathematics• Ability to use and understand the usage of mathematical notation• Ability to follow proofs and other mathematical discourse• Ability to write simple proofs in the major proof formats (direct, indirect, inductive),and, more generally, to engage in mathematical discourse• Ability to select an appropriate mathematical model for a given real world problem• Ability to apprehend and enunciate the limitations of conclusions drawn frommathematical models• Ability to do hand calculations accurately and appropriately• Ability to do calculations with the aid of appropriate hardware and/or software• Having a basic knowledge of the contributions and significance of important historicalfigures in mathematics• Having a basic knowledge of the major modern theories of analysis, abstract algebra,geometry, and applied mathematics• Ability to effectively use mathematical word processing software• Having a basic understanding of career options available to mathematics majors• Ability to locate and use sources and tools that aid mathematical scholarship[Student Outcomes: a, k]Course Topics:First-order ordinary differential equations (ODE)Separable equationsSecond order ODEsHigher order linear ODEsSystems of ODEsDeterminantsLinear systemsInverse of a matrixEigenvalues & eigenvectors.A-60

CIE 555 – Hazardous Waste ManagementCredits: 3Contact Hours: Lecture: 2.8 hours per week.Instructor: Swiatoslav W. KaczmarTextbook and Other Materials:Required: Hazardous Waste Management, 2 nd edition. Michael D. LaGrega, Philip L.Buckingham and Jeffrey C. Evans. McGraw-Hill. 2001.Catalog Description: Regulations that address management of hazardous wastes. Practices andtechnologies commonly used in meeting regulations. Investigative and diagnostic techniques.Prerequisites: NoneCourse Role in Curriculum: Elective CourseCourse Outcomes:At the end of this course, the student will be able to:• …identify key physical and chemical properties of hazardous chemicals.• …compare chemicals based on the processes and factors that influence their transport andfate in the environment.• …understand the modes of action of major categories of environmental toxicants.• …summarize major environmental laws and regulations, with an emphasis on Superfundand the Resource Conservation and Recovery Acts, and outline their major regulatoryprovisions.• …design a field investigation plan for a waste site.• …perform basic risk assessment calculations.• …develop and evaluate alternatives for the remediation of a hazardous waste site.• …perform design calculations relevant to key physical-chemical and biological treatmentprocesses used for hazardous waste remediation.• …discuss key issues related to corporate environmental management and compliance.[Student Outcomes: a, c, e, f, h, j]Course Topics:1. Environmental Management and Ethics2. Organic Chemistry: Physical Chemical Properties3. Toxicology4. Summary and History of Environmental Regulations5. Resource Conservation and Recovery Act: Waste ID and Listing6. Resource Conservation and Recovery Act: Waste Management7. Superfund: Act, Regulation and Objectives8. Superfund: RI/FS and Remedy ProcessA-61

9. Site Investigation: Analytical Chemistry/ Sampling Approaches10. Site Investigation: Remedial Investigation Planning and Execution11. Site Investigation: Fate and Transport Considerations12. Human Health Risk Assessment13. Ecological Risk Assessment14. Feasibility Studies: Remedial Alternatives Analysis15. Physical-Chemical Treatment Processes16. Biological Treatment17. Stabilization/Solidification18. Thermal Treatment19. Land Disposal20. Environmental Compliance Auditing/Due Diligence21. Environmental Management Systems: ISO 14000A-62

CIE 558 – Solid Wastes: Collection, Resource Recovery and DisposalCredit Hours: 3Contact Hours: Lecture: 2.75 hours per weekInstructor: David WazenkewitzTextbooks and Other Materials:Required: None. Selections from the following sources will be assigned:The Practical Handbook of Compost Engineering, Roger T. Haug. LewisPublishers, 1993.Solid Waste Landfill Engineering and Design, Edward A. McBean, Frank A.Rovers and Grahame J. Farquhar. Prentice-Hall, 1994.6NYCRR Part 360 Regulations - Solid Waste Management Facilites. New YorkState, 2003.Catalog Description: Composition of refuse. Quantity and quality of waste materials producedby individuals, commercial facilities and industries. Collection, processing equipment, methods,and associated costs. Solid waste processing, treatment and disposal problems and solutions,design standards and regulations for landfills, resource recovery, recycling, composting andbeneficial reuse technologies.Prerequisites: NoneCourse Role in Curriculum: Elective CourseCourse Objectives:1. To provide broad knowledge of solid waste management systems.2. To introduce students to current regulatory and design standards as related to solid wastemanagement.3. To provide the opportunity to perform engineering analysis and design for varioussystems.4. To develop teamwork skills and provide opportunity to exercise professional judgment.Course Outcomes:Upon completion of the course the student should be able to:• Demonstrate and understanding of today's solid waste issues and management systems,including waste characterization, waste reduction, reuse, recycling, resource recovery andlandfilling.[Student Outcomes:- b, c, d, e, f, g, i, j]• Evaluate and solve engineering problems related to solid wastes from a multi-mediaperspective[Student Outcomes: a, b, c, d, f, k, h]A-63

• Perform engineering calculations and use good engineering judgment necessary to meetproject goals, meet applicable standards and provide a successfully completed project.[Student Outcomes: d, e, i, j, k]• Work within groups and present technical information[Student Outcomes: c, d, e, f, g, j]Course Topics:Solid Waste Management (Past, Present and Future)Solid Waste Types and CharacteristicsLegislation and Policy Related to Solid WastesSewage Sludge/Organic Residue: Reuse and Disposal (Land Application, Heat Drying,Composting & Landfilling)Sanitary Landfill Design: Site Selection, Engineering Design, Operation, Closure,Remediation & Special WastesResource Recovery: Incineration, Pyrolysis, RDF, Energy Recovery, Air Pollution ControlReuse & Recycling: Potential, Techniques & ProcessesCollection, Hauling & TransferA-64

CIE 584 – Designing with GeosyntheticsCredit Hours: 3Contact Hours: Lecture – 2.67 hours per week.Instructor: Shobha K. BhatiaTextbooks:Recommended:Geosynthetic Engineering, R.D. Holtz, B. R. Christopher & R. R. Berg,Bi Tech Publishers Ltd., Richmond, British Columbia, Canada, 1997Designing With Geosynthetics, 5 th or 4 th Edition, R. M. Koerner, PrenticeHall. Englewood Cliff, NH, 1997, 2005.Catalog Description: Engineering Properties of Geosynthetics (geotextiles, geogrids,geomembranes, and geocomposites). Design of filters using geotextiles, retaining structure usinggeosynthetics, design of liquid impoundment, and solid waste containment facilities.Prerequisites/Co-Requisites:To succeed in this course, students should possess the following knowledge and skills:a. Mechanics of Solids (ECS 325).b. Introduction to Geotechnical Engineering (CIE 337) and Foundation Engieering(CIE 338)c. Ability to use computers and working knowledge of a spreadsheet program (e.g. EXCEL)Course Role in Curriculum: ElectiveCourse Objectives:• To understand the history and evolution of Geosynthetics products.• To learn the role of different Geosynthetic products in a variety of Civil andEnvironmental applications.• To learn design concept and methods using different Geosynthics products.• To address contemporary issues related to Geosynthics Engineering.Course Outcomes:At the completion of the course, each student should be able to:1. Development of Working Knowledge1.1 Appreciate the interconnectivity between various elements of Civil,Environmental, and Geosynthetics Engineering, which lend themselves tosolutions of practical problems.1.2 Understand and apply the fundamentals of Geosynthetics in real-worldengineering design problems.[Student Outcomes: e]2. Team Work and Ethical Responsibilities2.1 Work in a team wherein tasks are distributed evenly and every student doeshis/her fair share of work.A-65

2.2 Work with a sense of individual responsibility towards the team members.[Student Outcomes: d and f]3. Life-Long Learning3.1 Develop and sustain curiosity and interest, achieve learning success/satisfactionresulting in a desire to continue learning, as emphasized by the guestspeakersinvited from time to time to address the role of Geosynthetics in currentproblems.3.2 Develop an awareness of various ongoing projects dealing with variousgeosynthetic, civil and environmental issues addressed by guest speakers.[Student Outcomes: i and j]Course Topics:Types of Geosynthetic products and their applicationTypes of Polymers and their propertiesProperties of Geosynthetic ProductsDesigning with Geosynthetics - Subsurface Drainage SystemDesigning with Geotxtiles -Riprap RevetmentsDesigning with Geosynthetics -RoadwaysDesigning with Geosynthetics - Embankments on Soft FoundationsDesigning with Geogrids - Soil Retaining Walls and AbutmentsDesigning with Geomembrane -Liquid Containment FacilityLandfill Element Design-Anchor Trench Design, SlopesDesigning with Geocomposits - Temporary Runoff and Sediment ControlCase HistoriesA-66

Appendix_ B - Faculty VitaeFull-Time Faculty:David G. ChandlerAndria M. Costello StaniecCliff I. DavidsonCharles T. Driscoll, Jr.Chris E. JohnsonRaymond D. LettermanAdjunct Faculty:Joan V. DannenhofferSwiatoslav V. KaczmarEmmet M. Owens, Jr.David S. WazenkewitzA-67

B.S. Civil Engineering – Syracuse UniversityFaculty NameHighest Degree Earned-Field and YearRank 1Type of AcademicAppointment 2T, TT, NTTFT or PTYears of ExperienceGovt./Ind.PracticeTeachingThisInstitutionProfessionalRegistration/CertificationLevel of ActivityH, M, or LProfessionalOrganizationsProfessionalDevelopmentDavid G. Chandler Ph.D. – 1998 O NTT FT 3 10 1 M L LAndria M. Costello Staniec Ph.D. – 1999 ASC T FT 0 12 12 L M LCliff I. Davidson Ph.D. – 1977 P T FT 0 34 1 H H LCharles T. Driscoll Ph.D. – 1980 P T FT 1 32 32 E.I.T. H L MChris E. Johnson Ph.D. – 1989 P T FT 1 21 21 L M LRaymond D. Letterman Ph.D. – 1972 P T FT 0 34 28 P.E. M L LJoan V. Dannenhoffer M.S. – 1983 A NTT PT 14 19 0.5 P.E. H M LSwiatoslav W. Kaczmar Ph.D. – 1983 A NTT PT 28 30 26 C.I.H. M M HEmmet M. Owens, Jr. M.S. – 1974 A NTT PT 33 21 21 P.E. L L HDavid S. Wazenkewitz B.S. – 1983 A NTT PT 35 25 25 P.E. L M LTable B-1. Faculty qualifications summary for the B.S. degree program in Civil Engineering. Footnote explanations are as follows:1. P = Professor ASC = Associate Professor AST = Assistant Professor I = Instructor A = Adjunct O = Other2. TT = Tenure Track T = Tenured NTT = Non Tenure Track3. The level of activity: high, medium , low, is self-reported and reflects an average over three academic years: 2008-2011.Consulting/summer workin industryA-68

David G. ChandlerProfessor of PracticeDepartment of Civil and Environmental EngineeringSyracuse University, Syracuse, NY 13244-1190.Phone: 315-443-8706, Fax: 315-443-1243, Email: dgchandl@syr.eduEducation: Ph.D. Agricultural and Biological Engineering, Cornell University, 1998M.S. Agricultural and Biological Engineering, Cornell University, 1995B.A. Chemistry, University of Vermont, 1984Academic Experience:Professor of Practice, Syracuse University, 2010-present, Full-time.Associate Professor, Kansas State University, 2006-2010. Full-time.Assistant Professor, Utah State University, 2001-2006. Full-time.Post-Doctoral Research Associate, Boise State University, 2000-2001. Full-time.Post-Doctoral Research Associate, USDA-ARS, 1997-2000. Full-time.Related Academic Experience:Adjunct Professor, Geosciences, Boise State University 2001- presentEcology Center, Utah State University, 2001-2006Watershed Science Program, Utah State University, 2001-2006Adjunct Professor, Engineering, Utah State University, 2001- presentNon-Academic Experience:Science Teacher, St. Johnsbury Academy, 1986-1987. Full TimeSki Instructor, various resorts, 1985, 1986, 1988English as Second Language Teacher, Taiwan, 1990Certifications and Professional Registrations: noneScientific and Professional Societies of which a member:Soil Science Society of America, American Geophysical UnionHonors and Awards: noneInstitutional and Professional Service in the Last Five Years:Institutional: Kansas State University: Open House Advisor Departmental Awards Committee (member)Energy Task Force (member), International Programs (member). Utah State University President’s TaskForce on Water, 2002Professional: Consortium of Universities for the Advancement of Hydrologic Science Incorporated(CUAHSI) Alternate Board Member, USU and KSU, 2001-2010; CUAHSI Biennial ColloquiumCommittee, 2009-present; CUAHSI Standing Watershed Observatory Committee, 2008-2009; CUAHSIStanding Committee on Observations, Chair, 2010- present; USDA NRI Soils Processes review panel,2007, 2008. Reviewer for numerous environmental science publications and grant agencies.A-69

Selected Publications of Last Five Years:Madsen M. D., D.L. Zvirzdin, S.Petersen, and D.G. Chandler. 2011 (in press) Post-fire soil waterrepellency within a Piñon-Juniper ecosystem: Assessment of the Milford Flat wildfire. SoilScience Society of America Journal.Nayak, A., D. Marks, D.G. Chandler, M. Seyfried. 2010. Long-term snow, climate, and streamflowtrends at the Reynolds Creek Experimental Watershed, Owyhee Mountains, Idaho, United States,Water Resources Research, 46, W06519.Kelleners, T.J., D.G. Chandler, J.P. McNamara, M.M. Gribb, M.S. Seyfried. 2010. Modeling runoffgeneration in a small snow-dominated mountainous catchment. Vadose Zone Journaldoi:10.2136/vzj2009.0033.Tesfa, T. K., D. G. Tarboton, D. G. Chandler, and J. P. McNamara. 2009. Modeling soil depth fromtopographic and land cover attributes, Water Resources Research, 45, W10438,doi:10.1029/2008WR007474.Kelleners, T.J., D.G. Chandler, J.P. McNamara, M.M. Gribb, M.S. Seyfried. 2009. Modeling the waterand energy balance of vegetated areas subject to snow accumulation. Vadose Zone Journal,doi:10.2136/vzj2008.0183.Gribb, M.M., I. Forkutsa, A. Hansen, D.G. Chandler and J.P. McNamara. 2009. The effect of various soilhydraulic property estimates on soil moisture simulations. Vadose Zone Journal 8:321-331,doi:10.2136/vzj2008.0088Williams, C. J., McNamara, J.P., and Chandler, D.G. 2009. Controls on the temporal and spatialvariability of soil moisture in a mountainous landscape: the signature of snow and complexterrain, Hydrology and Earth Systems Science, 13, 1325-1336.Madsen, M.D., D.G. Chandler and J. Belnap. 2008. Spatial gradients in ecohydrologic properties within aPinyon-Juniper ecosystem. Ecohydrology, 1 349-360.Nayak, A., D.G. Chandler, D. Marks, J.P. McNamara, and M. Seyfried. 2008. Correction of electronicrecord for weighing bucket type precipitation gauge measurements, Water Resources Research,44, W00D11.Madsen, M.D., D.G. Chandler, and W.D. Reynolds. 2008. Accounting for bias and boundary conditioneffects on measurements of saturated core hydraulic conductivity, Soil Science Society ofAmerica Journal 72:750-757.Madsen, M.D. and D.G. Chandler. 2007. Automation and use of Mini-Disk Infiltrometers. Soil ScienceSociety of America Journal 71: 1469-1472.Lebron, I., M.D. Madsen, D.G. Chandler, D.A. Robinson, O. Wendroth, and J. Belnap. 2007.Ecohydrological controls on soil moisture and hydraulic conductivity within Pinyon-Juniperwoodland. Water Resources Research, 43, W08422.Chandler, D.G. 2006. Reversibility of forest conversion impacts on water budgets in tropical karstterrain. Forest Ecology & Management, 224:95–103.Professional Development Activities in the Last Five Years:Soil Science Society of America annual meetings, 2005, 2006, 2009; American GeophysicalUnion annual meetings 2005, 2006, 2007, 2008; European Geosciences Union general assembly2005, Third Interagency Conference on Research in the Watersheds, 2007; Utah State UniversitySpring Runoff Conference, 2005; INRA Environmental and Subsurface Science Symposium,2005; CUAHSI Biennial Colloquium, 2008, 2010; AGU Ecohydrological Chapman Conference,2009A-70

Andria Costello StaniecAssociate ProfessorDepartment of Civil and Environmental EngineeringSyracuse University, Syracuse, NY 13244-1190.Phone: 315-443-1057, Fax: 315-443-1243, Email: costello@syr.eduEducation:Ph.D. Environmental Engineering Science, California Institute of Technology, 1999M.S. Environmental Engineering Science, California Institute of Technology, 1995B.S. Applied Biology (with Highest Honors) Georgia Institute of Technology,1992Academic Experience:Associate Professor, Syracuse University, 2010-present. Three-quarter-time.Associate Professor, Syracuse University, 2005-2010. Full-time.Assistant Professor, Syracuse University, 1999-2005. Full-time.Related Academic Experience:Associate Dean for Student Affairs, 2010-present. Quarter-time.Non-Academic Experience: None.Certifications and Professional Registrations: None.Scientific and Professional Societies of which a member:American Society of Microbiology, American Society for Engineering Education, Societyof Women Engineers.Honors and Awards:NSF Career Awardee, 2001-2006.Institutional and Professional Service in the Last Five Years:Institutional: Microbiological Safety Committee, 2001-present; Faculty Advisor, Society ofWomen Engineers, 2001-present; LC Smith Tenure and Promotions Committee, 2006-2008,2010-present; CIE Undergraduate Committee, 2006-2008; Faculty Advisor, Women in Scienceand Engineering (WiSE) Learning Community, 2008-present; LC Smith Graduate ConvocationHost, 2008-2009, 2011; LC Smith Faculty Council, 2008-2010; CIE Department Chair SearchCommittee, 2008-2009; Yabroudi Search Committee (recorder), 2008-2009; CIE Faculty SearchCommittee (Chair), 2010-present; University Prestigious Scholarship Committee, 2010-present;Faculty Advisor, Engineering and Computer Science Learning Community, 2010-present;University Undergraduate Retention Committee, 2010-present; University Retention InformationSystem Project-Core Team, 2010-present; University Academic Coordinating Committee, 2010-present; Engineers Week Coordinating Committee, 2011.A-71

Professional: Panelist, National Science Foundation, Environmental Engineering, 2008;Panelist, National Science Foundation, Engineering Research Center, 2009; Mail Reviewer,Environmental Protection Agency EPA Graduate Fellowship (STAR), 2010; Reviewer fornumerous environmental science and engineering publications and grant agencies.Selected Publications of Last Five Years:Fisk, M.C., T.J. Fahey, J.H. Sobieraj, A.Costello Staniec, T.O. Crist. 2011. Rhizospheredisturbance influences fungal colonization and community development on dead fineroots. Plant Soil. 341:279-293.Lindner, A.S., A. Pacheco, H.C. Aldrich, A. Costello Staniec, I. Uz, A.V. Ogram, and D.J.Hodson. 2007. Methylocystis hirsuta sp. nov., a novel methanotroph isolated from agroundwater aquifer. International Journal of Systematic and Evolutionary Microbiology57:1891-1900.Costello, A.M. 2006. Molecular methods used for evaluating subsurface remediation. In C. Clarkand A. Lindner (eds) Innovative Approaches for the Remediation of Subsurface-Contaminated Hazardous Waste Sites: Bridging Flask and Field Scales. AmericanChemical Society.Todorova, S.G. * and A.M. Costello. 2006. Detection of Shewanella oneidensis-like iron reducingmicroorganisms in a minerotrophic wetland. Environmental Microbiology 8(3):426-432.Professional Development Activities in the Last Five Years:American Society of Microbiology annual meeting, 2010; Faculty Workshop onSustainable Assessment Processes, 2010; Women Administrators in Higher EducationConference, 2010; American Society for Engineering Education annual meeting, 2011.A-72

Cliff I. DavidsonThomas C. and Colleen L. Wilmot ProfessorDepartment of Civil and Environmental Engineering andSyracuse Center of Excellence in Environmental and Energy SystemsSyracuse University, Syracuse, NY 13244-1190.Phone: 315-443-4287, Fax: 315-443-1243, Email: davidson@syr.eduEducation:Ph.D. Environmental Engineering Science, California Institute of Tech., 1977M.S. Environmental Engineering Science, California Institute of Tech., 1973B.S. Electrical Engineering, Carnegie Mellon University, 1972Academic Experience:Professor, Syracuse Univ. & Syracuse Center of Excellence, 2010-present, Full-time.Professor, Carnegie Mellon University, 1986-2010, Full-time.Associate Professor, Carnegie Mellon University, 1982-1986, Full time.Assistant Professor, Carnegie Mellon University, 1977-1982. Full-time.Related Academic Experience:Director, Center for Sustainable Engineering, Syracuse University, 2010-presentDirector, Center for Sustainable Engineering, Carnegie Mellon University, 2005-2010Director, Environmental Institute, Carnegie Mellon University, 1993-2003Jubilee Chair Professorship, Chalmers University, Gothenburg, Sweden, 1997-1998Non-Academic Experience: NoneCertifications and Professional Registrations: NoneScientific and Professional Societies of which a member:American Association for Aerosol Research, American Society of Civil Engineers, Air &Waste Management Association, Association of Environmental Engineering & ScienceProfessors; International Society on Industrial EcologyHonors and Awards:William H. and Frances M. Ryan Award for Meritorious Teaching, Carnegie MellonUniversity, 2009; Outstanding Paper Award, Literati Network Awards for Excellence,Emerald Group Publishing, 2009; Outstanding Educator Award, AEESP, 2007; CharlesBeyer Distinguished Lecturer, Civil and Environmental Engineering, University ofHouston, 2006; Service Award for serving as Co-Chair of an International Conference,AAAR, 2003; other awards prior to 2000.Institutional and Professional Service in the Last Five Years:Institutional: Chair, Transportation Subcommittee of the CMU Green Practices Committee,2006-2009; Member, CMU Green Practices Committee, 2006-2009; Member, UniversityDisciplinary Council and Academic Review Board, CMU, 2006; Member, Awards Committee,Carnegie Institute of Technology (CIT), CMU, 2006-2009; Chair, CIT Faculty, 2006; Member,A-73

Ad Hoc Tenure & Promotion Review Committee, CIT, 2006; Chair, Review Committee,Environ. Energy Technology Division, Lawrence Berkeley Nat. Laboratory, 2006; Chair,Industry Advisory Board, Chemical and Environ. Eng. Dept., U of Arizona, Tucson, 2007-2009;Member, Science Advisory Board, NSF Center for Environmental Sustainability in Arid CoastalAreas, Texas A&M Kingsville, 2009-present.Professional: EPA Clean Air Scientific Advisory Committee for Lead, 2010-present; NationalAcademy of Sciences, Member of Committee for Review of State of Ohio SustainabilityProposals, 2008; Green Government Task Force, City of Pittsburgh, 2006-2009; United JewishFederation, Pittsburgh Office, Committee on the Environment, 2006-2009; American Society ofCivil Engineers, Committee on Sustainability, 2009-present; Editorial Advisory Board of thefollowing journals: Environmental Monitoring and Assessment, 2006-present; Aerosol Scienceand Technology, 2006-present; Environmental Engineering Science, 2006-present;Sustainability, the Journal of Record, 2008-present; Panelist, National Science Foundationpanels; Reviewer, numerous environmental science publications and grant agencies.Selected Publications of Last Five Years:Chu, Nanjun, Joseph B. Kadane, and Cliff I. Davidson, “Using Statistical Regressions to IdentifyFactors Influencing PM 2.5 Concentrations: The Pittsburgh Supersite as a Case Study,”Aerosol Science and Technology, 2011 (in press).Miller, Jeffrey F., Cliff I. Davidson, and Deborah A. Lange, “Brownfields and EnvironmentalJustice: Income, Education, and Race,” Environmental Justice, 2011 (in press).Attari, Shahzeen Z., Michael L. DeKay, Cliff I. Davidson, and Wändi Bruine de Bruin, “Reply toFrederick et al.: Anchoring Effects on Energy Perceptions (Letter to the editor),”Proceedings of the National Academy of Sciences, 2011 (in press).Davidson, Cliff I., Chris T. Hendrickson, H. Scott Matthews, Michael W. Bridges, David T.Allen, Cynthia F. Murphy, Braden R. Allenby, John C. Crittenden, and Sharon Austin,“Preparing Future Engineers for the Challenges of the 21 st Century: SustainableEngineering,” J. Cleaner Production, Vol. 18, pages 698-701, 2010.Attari, Shahzeen Z., Michael L. DeKay, Cliff I. Davidson, and Wändi Bruine de Bruin, “PublicPerceptions of Energy Consumption,” Proceedings of the National Academy of Sciences,Vol. 107, pages 16054-16059, 2010.Attari, Shahzeen Z., Michael L. DeKay, Cliff I. Davidson, and Wändi Bruine de Bruin,“Changing Household Behaviors to Curb Climate Change: How Hard Can It be?,”Sustainability, The Journal of Record, Vol. 4, pp. 9-11, 2011.Professional Development Activities in the Last Five Years:Presented talks at national and international conferences: 2006 (5 conferences), 2007 (10),2008 (5), 2009 (7), 2010 (5). Attended several additional conferences. Organized andran Center for Sustainable Engineering workshops for faculty development in 2006, 2007,2008, and 2009.A-74

Charles T. Driscoll, Jr., NAEProfessor and CESE DirectorDepartment of Civil and Environmental Engineering,Syracuse University, Syracuse, New York 13244,Phone: (315) 443-3434, Fax: (315) 443-1243, E-mail: ctdrisco@syr.edu.Education:B.S. University of Maine, Civil Engineering, 1974M.S. Cornell University, Environmental Engineering, 1976Ph.D. Cornell University, Environmental Engineering, 1980Academic Experience:University Professor of Environmental Systems Engineering, 2001; Interim Chair, Department ofCivil and Environmental Engineering, Syracuse University, 2001-2003; Director, Center forEnvironmental Systems Engineering (CESE), Syracuse University, 1999-presentRelated Academic Experience:Professor of Biology (courtesy appointment), Department of Biology, Syracuse University 2001-present;Distinguished Professor of Civil and Environmental Engineering, Department of Civil andEnvironmental Engineering, Syracuse University 1993 – 2001;Professor, Department of Civil and Environmental Engineering, Syracuse University 1985 – 1993;Director, Hydrogeology Program, Syracuse University 1986 – 1996;Professor of Chemistry (courtesy), Department of Chemistry, Syracuse University 1993-present;Professor of Earth Sciences (courtesy appointment).Non-Academic Experience:Board of Directors, Upstate Freshwater Institute, 1981-Present; Board of Directors, Hubbard BrookResearch Foundation, 1993-present; Consultant: U.S. Department of Justice; New York AttorneyGeneral; New York State Department of Environmental Conservation; State of North Carolina; NewYork City Department of Environmental Protection.Certifications and Professional Registrations:EIT, Maine.Scientific and Professional Societies of which a member:American Chemical Society; Association of Environmental Engineering and Science Professors;American Geophysical Union; National Academy of Engineering.Honors and Awards:Presidential Young Investigator Award, 1984; Syracuse University Chancellor's Citation forAcademic Achievement, 1985; Syracuse University, College of Engineering, Anaren MicrowaveAward for Excellence in Engineering Scholarship, 1989; IBM Corporation Environmental ResearchProgram Award, 1993; Institute of Scientific Information, Highly Cited Researcher for Engineeringand Environmental Science, 2003-present; National Academy of Engineering, 2007-present;Syracuse University Excellence in Graduate Education Faculty Recognition Award, March 2007.Institutional and Professional Service in the Last Five Years:Institutional: College awards committee, chair: 1983 – present; University President’s ClimateCommitment, committee member: 2008-present; University sustainability curriculum committee: 2009-2010; LCS Deans search committee 2007-2008; Faculty search committee for the Department of EarthSciences: 2009; Faculty search committee chair for senior water position 2010-current.Professional: Board of Directors, Upstate Freshwater Institute, 1981-Present; Board of Directors,Hubbard Brook Research Foundation, 1993-present; Member, National Research Council Committee onA-75

Everglades Restoration, 2006-present; Member, National Mercury Monitoring Steering Committee forBuilding a National Mercury Monitoring Network (MercNet), Multi-Federal Agency Initiative, 2006-present; Member, Clean Air Scientific Advisory Committee (CASAC), U.S. Environmental ProtectionAgency, 2007-present; Member, Ecotrends Committee, Long-Term Ecological Research Network, 2007-2010; Member, U.S. National Committee for Soil Science, The National Academies, 2008-2010;Member, Advisory Committee on Mercury Pollution, New York State, 2009-present; Member CriticalZone Advisory Committee National Science Foundation, 2009-present.; Member, Oil Sands WaterMonitoring Review Committee 2010-2011.Selected Publications From Last Five Years (out of 86 from 2005-2010):Driscoll, C. T., K. M. Driscoll, K. M. Roy and J. Dukett. 2007. Changes in the chemistry of lakes in theAdirondack region of New York following declines in acidic deposition. Appl. Geochem. 22: 1181-88.Driscoll, C. T., Y-J. Han, C. Y. Chen, D. C. Evers, K. F. Lambert, T. M. Holsen, N. C. Kamman, and R.K. Munson. 2007. Mercury contamination in forest and freshwater ecosystems in the NortheasternUnited States. BioScience 57:17-28.Evers, D.C., Y.-J. Han, C.T. Driscoll, N.C. Kamman, W.M. Goodale, K.F. Lambert, T.M. Holsen, C.Y.Chen, T.A. Clair, T.J. Butler. 2007. Biological mercury hotspots in the Northeastern United Statesand Southeastern Canada. BioScience 57:1-15.Selvendiran, P., C.T. Driscoll, M.R. Montesdeoca, and J.T. Bushey. 2008. Inputs, storage and transportof total and methyl mercury in two temperate forest wetlands. Journal of Geophysical Research113:G00C01, doi:10.1029/2008JG000739.Zhai, J., C.T. Driscoll, T.J. Sullivan, and B.J. Cosby. 2008. Regional application of the PnET-BGCmodel to assess historical acidification of Adirondack lakes. Water Resour. Res. 44,W01421:doi:10.1029/2006WR005532.Campbell, J. L., L. E. Rustad, E. W. Boyer, S. F. Christopher, C. T. Driscoll, I. J. Fernandez, P. M.Groffman, D. Houle, J. Kiekbusch, A. H. Magill, M. J. Mitchell, and S. V. Ollinger. 2009.Consequences of climate change for biogeochemical cycling in forests of northeastern NorthAmerica. Can. J. For. Res. 39:264-284.Cho, Y., C. T. Driscoll, C. E. Johnson, and T. G. Siccama. 2009. Chemical changes in soil and soilsolution after calcium silicate addition to a northern hardwood forest. Biogeochemistry:DOI10:1007/s10533-10009-19397-10536.Todorova, S. G., C. T. Driscoll, D. A. Matthews, S. W. Effler, M. E. Hines, and E. A. Henry. 2009.Evidence for regulation of monomethyl mercury by nitrate in a seasonally stratified, eutrophic lake.Environmental Science and Technology 43:6572-6578.Driscoll, C.T., E. B. Cowling, P. Grennfelt, J. Galloway, and R. Dennis. 2010. Integrated assessment ofecosystem effects of atmospheric deposition: Lessons available to be learned. EM. Nov. 2010:6-13.Wu, W. and C.T. Driscoll. 2010. Impact of climate change on three-dimensional dynamic critical loadfunctions. Environ. Sci. Technol. 44:720-726.Professional Development Activities in the Last Five Years:Attended American Geophysical Union annual meeting December 2009. Attended the NationalAtmospheric Deposition Program meetings in October 2009 (Saratoga Springs) and 2010 (LakeTahoe, CA) and participated in meeting workshops on critical loads of air pollutants. Attendedthe Cary Conference on Science Communication May 2009, Millbrook, NY.A-76

Chris E. JohnsonProfessor and ChairDepartment of Civil and Environmental EngineeringSyracuse University, Syracuse, NY 13244-1190.Phone: 315-443-4425, Fax: 315-443-1243, Email: cejohns@syr.eduEducation: Ph.D. Geology, University of Pennsylvania, 1989M.A. Statistics, University of Pennsylvania, 1988B.S.E. Civil and Urban Engineering, University of Pennsylvania, 1983Academic Experience:Professor, Syracuse University, 2007-present, Full-time.Associate Professor, Syracuse University, 1997-2007. Full-time.Assistant Professor, Syracuse University, 1990-1997. Full-time.Post-Doctoral Research Associate, Syracuse University, 1989-1990. Full-time.Related Academic Experience:Chair, Department of Civil and Environmental Engineering, 2010-presentInterim Chair, Department of Civil and Environmental Engineering, 2009-2010Program Director, Environmental Engineering, 2003-presentAdjunct Professor, Griffith University (Australia), 2005-presentVisiting Research Professor, Griffith University (Australia), 2004Visiting Associate Professor, Charles University (Czech Rep.), 1994Non-Academic Experience: NoneCertifications and Professional Registrations: NoneScientific and Professional Societies of which a member:Soil Science Society of America, British Society of Soil Science, New York Academy ofSciences, Sigma Xi.Honors and Awards:Fulbright Scholar, Czech Republic, 1994; Member of Honor Societies Tau Beta Pi andPhi Beta Kappa; Graduated summa cum laude, 1983.Institutional and Professional Service in the Last Five Years:Institutional: Interim Chair/Chair, 2009-present; Program Director, Environmental Engineering,2003-present; Core Faculty, Renee Crown Honors Program, 2005-present; Vice Chancellor’sTask Force on Faculty Salary Disparities, 2011-present; University Senate, 2011-present; Chair,Syracuse University Parking Advisory Committee, 2002-present; Director of Academic IntegritySearch Committee, 2008-09; Associate Faculty Member, Statistics Program, 1991-presentProfessional: EPA Clean Air Scientific Advisory Committee for Lead, 2010-present;Submissions Editor, Journal of Soils and Sediments, 2009-present; Associate Editor, Soil ScienceA-77

Society of America Journal, 2001-2006; Co-Chair, Forest Soils Working Group, InternationalUnion of Soil Science, 2004-present; Panelist, National Science Foundation, Course, Curriculumand Laboratory Improvement Program, 2006, 2008; Panelist, Northeastern States ResearchCooperative, 2009; Reviewer for numerous environmental science publications and grantagencies.Selected Publications of Last Five Years:Ussiri, D.A. and C.E. Johnson. 2007. Forest harvesting effects on soil organic mattercomposition in a northern hardwood ecosystem. Forest Ecology and Management.240:131-142.Siccama, T.G., T.J. Fahey, C.E. Johnson, T. Sherry, E.G. Denny, E.B. Girdler, G.E. Likens, andP.A. Schwartz. 2007. Population and biomass dynamics of trees in a northern hardwoodforest at Hubbard Brook. Canadian Journal of Forest Research. 37:737-749.Conley, D.J., G.E. Likens, D.C. Buso, L. Saccone, S.W. Bailey, and C.E. Johnson. 2008.Deforestation accelerates the land-ocean flux of dissolved silicate. Global ChangeBiology. 14:2548-2554.Saccone, L., D.J. Conley, G.E. Likens, S.W. Bailey, D.C. Buso, and C.E. Johnson. 2008. Factorsthat control the range and variability of amorphous silica in soils of the Hubbard BrookExperimental Forest. Soil Science Society of America Journal. 72:1637-1644.Warby, R.A.F., C.E. Johnson, and C.T. Driscoll. 2008. Changes in aluminum concentrations andspeciation in surface waters across the northeastern U.S.A. following reductions in acidicdeposition: 1986 – 2001. Environmental Science and Technology. 42:8668-8674.Warby, R.A.F., C.E. Johnson, and C.T. Driscoll. 2009. Continuing acidification of organic soilsacross the northeastern U.S.A.: 1984-2001. Soil Science Society of America Journal.73:274-284.Balaria, A., C. E. Johnson, and Z. Xu. 2009. Spectral and elemental characterization of hot-waterextractable organic matter in a forest soil. Soil Science Society of America Journal73:812-821.Cho, Y., C.T. Driscoll, C.E. Johnson, and T.G. Siccama. 2010. Changes in soil and soil solutionin response to calcium silicate manipulation of a northern hardwood forest.Biogeochemistry. 100:3-20.Fuss, C. B., C.T. Driscoll, C.E. Johnson, R.J. Petras, and T.J Fahey. [In Press]. Dynamics ofoxidized and reduced iron in a northern hardwood forest. Biogeochemistry.Professional Development Activities in the Last Five Years:Soil Science Society of America annual meetings, 2007, 2008; World Congress of SoilScience, 2006, 2010; GPS Training Course, 2008; MIT Short Course in AcademicLeadership, 2010.A-78

Raymond D. LettermanProfessorDepartment of Civil and Environmental EngineeringSyracuse University, Syracuse, NY 13244-1190.Phone: 315-443-3307, Fax: 315-443-1243, Email: rdletter@syr.eduEducation:B.A. Arts and Science, Lehigh University, 1966B.S. Civil Engineering, Lehigh University, 1967M.S. Civil Engineering, Northwestern University, 1968Ph.D. Civil Engineering, Northwestern University, 1972Academic Experience:Professor, Syracuse University, 1983 - present. Full-time.Professor, Department of Biomedical and Chemical Engineering, Syracuse University,2008 – present. Courtesy appointment.Associate Professor, Syracuse University, 1977-1983. Full-time.Assistant Professor, Illinois Institute of Technology, 1971-1977. Full-time.Related Academic Experience:Chair, Department of Civil and Environmental Engineering, 1991-1996.Interim Chair, Department of Civil and Environmental Engineering, 2009-2010Program Director, Environmental Engineering, 1986-1991Co-chair, Environmental Engineering Program, Syracuse University, 1980-1986Non-Academic Experience:Technical advisor and expert witness on water treatment and waste management problemsfor water utilities, consulting engineering firms, filter equipment and chemicalmanufacturing companies, research institutes, non-profit testing organizations, the UnitedStates Department of Justice, and national laboratories.Certifications and Professional Registrations:P.E. - New York and IllinoisScientific and Professional Societies of which a member:Association of Environmental Engineering and Science Professors, American WaterWorks Association, American Society of Civil Engineers, American Chemical Society,Sigma Xi, American Association of University Professors, American Association for theAdvancement of ScienceHonors and Awards:Graduated Cum Laude, Lehigh University, Chi Epsilon (Civil Engineering HonorarySociety), Tau Beta Pi (Engineering Honorary Society), American Water WorksAssociation Best Thesis/Dissertation Award, 1976, American Association for theAdvancement of Science, Environmental Science and Engineering Fellow, 1986.A-79

Institutional and Professional Service in the Last Five Years:Institutional: University Senate, Committee on Budget and Fiscal Affairs, 2009 – present.Member and chair of numerous College and Departmental Committees.Professional: Editorial Advisory Board of the Journal of the American Water WorksAssociation, 2001 – 2007, Chairman, Joint Task Group Committee on Turbidity, StandardMethods for the Examination of Water and Wastewater, 1988 – 2010, MetropolitanDevelopment Association of Syracuse and Central New York, Vision 2010, Subcommittee onEnvironmental Systems, 1998 – 2007, Chair and member, Standards Committee onPolyelectrolytes, American Water Works Association, 1980 – present. Reviewer for numerousenvironmental engineering and science publications and grant agencies.Selected Publications of Last Five Years:Anand, G. ,Singh, A. Sriram, and R. D. Letterman. 2006. Dissolution of Wollastonite in aPacked-Bed Contactor", Journal of Environmental Engineering, American Society ofCivil Engineers, 132:4:460-467.Scardina, P., M. Edwards, and R. D. Letterman. 2006. Particle Count and On-line TurbidityInterference from Bubble Formation, Jour. Am. Water Works Assoc., 98:7:97-109.Letterman, R. D. and S. Yiacoumi. 2010. Chapter 8, Coagulation and Flocculation in WaterQuality and Treatment, 6 th edition, McGraw-Hill Inc., NY.Letterman, R. D. and P. Delphos. In-press. Chapter 7, Mixing, Coagulation and Flocculation,Water Treatment Principles and Design, 5 th Edition, ASCE/AWWA, McGraw-Hill, NY.Professional Development Activities in the Last Five Years:One-week NSF Summer Workshop titled “How to Engineer Engineering Education” atBucknell University, 2006.A-80

Joan V. DannenhofferAdjunct Associate ProfessorDepartment of Civil and Environmental EngineeringSyracuse University, Syracuse, NY 13244-1190Phone: 315-443-4230, Fax: 315-443-1234, Email: jvdannen@syr.eduEducation:M.S. University of Connecticut, 1995, Environmental EngineeringMBA Rensselaer Polytechnic Institute, 1985, engineering operationsB.S. Rensselaer Polytechnic Institute, 1977, Civil Engineering,Academic Experience:Adjunct Associate Professor, Civil Engineering, Syracuse University, Jan. 2011 – presentAssociate Professor of Physics, tenured (2006), SUNY Morrisville, 2001 – Dec. 2010Adjunct Instructor, Electrical Engineering Technology, Onondaga Comm.Coll. 1999 – 2000Assistant Professor, University of Hartford, Ward College of Technology, 1995 – 1997Research and Teaching Assistant, Univ. of Connecticut, Environmental Eng., 1992 – 1995Related Academic Experience:Physics Program Coordinator, SUNY Morrisville, 2004 – Dec. 2010Physics Program External Review Coordinator, SUNY Morrisville, 2003Non-Academic Experience:Southern New England Telephone Company, 1979 - 1991Outside Plant Engineer (‘87 – ‘91) - Planned, designed, and scheduled construction fortelecommunications facilities, coordinated introduction of new construction schedulingsystem.Technical Project Manager - Engineering Finance (‘81 – ‘87), Developed capitalrecovery strategies for two billion dollars in assets, lead a group of engineers andtechnicians in the development of equipment lifecycle analysis, technical expert on thecompany negotiation team at the Federal Communications Commission proceedings.Staff Engineer (‘79 – ‘81), Designed material management systems.Keyes Associates, Wethersfield, CT 1978 – 1979,Engineer – Designed sewer systems and highwaysBell Telephone Company of Pennsylvania, 1977 – 1978,Engineer – Designed material management systemsDow Chemical Company, 1976,Summer intern – research on latex modified concretesCertification and Professional Registrations:Professional Engineer, State of Connecticut – License #PEN.0013038Scientific and Professional Organization Membership:American Society for Engineering Education 1995 – presentSociety of Women Engineers 1977 – presentHonors and Awards:ASEE St. Lawrence Section Outstanding Educator Award, 2010Phi Theta Kappa Honor Society, Honorary Member, May 2009A-81

Morrisville Student Government Organization Outstanding Faculty Award, May 2008ASEE Zone 1 Commendation, West Point Conference Student Paper Chair, March 2008Syracuse Society of Women Engineers, Distinguished Member Service Award, May 2004Institutional and Professional Service in the last five years:Institutional: Physics Program Coordinator, Morrisville State College (MSC), 2003 – 2010, MSCInstitutional Diversity Committee, 2010 – 2011, MSC Faculty Congress, 2010, MSC AwardsCommittee member, 2008 – 2010, MSC Judicial Board Committee member, 2005 – 2008, MSCInstitutional Review Board member, 2002 – 2009, MSC CSTEP Committee member, 2007 –2009, MSC Science and Technology Seminar Series Director, 2008 – 2009, MSC TeacherEducation Transfer Program Speaker, 2008Professional: ASEE Paper Reviewer/Session Coordinator, 2001 – 2010, ASEE St. LawrenceSection Chairperson 2007 – 2010, ASEE Physics Division Chairperson 2004 – 2007, Society ofWomen Engineers Syracuse Section Officer, 1998 – present.Publications:J.F. Dannenhoffer and J.V. Dannenhoffer, “Development of an Online System to Help StudentsSuccessfully Solve Statics Problems,” American Society for Engineering Education AnnualConference Proceedings, Session 1555, June 2009.J.V. Dannenhoffer and N. Loock, “Using a Study Seminar Course to Increase Student Retentionin Introductory Math and Physics Courses,” American Society for Engineering EducationAnnual Conference Proceedings, Session 2480, June 2003. (Nominated for best paper)H. A. Canistraro, P. Katz, J. Girouard, A. Lankford, and J. V. Dannenhoffer, “ A New Approachto the Introduction to Technology Course At a Four Year College of EngineeringTechnology,” American Society for Engineering Education Annual Conference Proceedings,Session 3247, June 1999.J. V. Dannenhoffer and R. J. Radin, “Using Multiple Intelligence Theory in the MathematicsClassroom,” American Society for Engineering Education Annual Conference Proceedings,Session 1265, June 1997.J. V. Dannenhoffer, “The Effect of Spatial Variability of Hydraulic Conductivity on theRobustness of Optimal Hydraulic Control Pumping Strategies,” Master’s thesis, University ofConnecticut, July 1995D. P. Ahlfeld and J.V. Dannenhoffer, “Reliability Under Uncertainty of Optimal HydraulicControl Solutions,” ASCE Annual Conference Proceedings of the Water Resources Planningand Management Division, May 1995.J. V. Dannenhoffer, “The Impact of Corporate Culture on Job Sharing and Other AlternativeWork Schedules,” Society of Women Engineers National Convention Proceedings, Vol. 1,1991.Professional Development Activities in the Last Five Years:Reaching and Teaching Across Generations, MatecNetworks, 2009, Lean Six-Sigma training,Jan 2011, Building and Facility Security Design, 2005, ASEE annual/section conferences2001 – 2010.A-82

Swiatoslav W. KaczmarAdjunct ProfessorDepartment of Civil and Environmental EngineeringSyracuse University, Syracuse, NY 13244-1190Phone: 315-345-4545, Email: swkaczma@syr.ediEducation:Ph.D. 1983. Michigan State University. Environmental ToxicologyM.S. 1980. Michigan State University. Chemical LimnologyB.S. 1976. Northern Michigan Univ. Chemistry, Biology, Water Science.Academic Experience:Adjunct Professor, Syracuse University, 1984 -present, Part-time.Related Academic Experience:Adjunct Professor, SUNY College of Environmental Science and Forestry, Dept. ofEnvironmental Resource Engineering .Teaching Associate Professor, SUNY Upstate Medical University, Masters of PublicHealth Program.Non -Academic Experience:O’Brien and Gere Engineers, Inc. (1983-present)Vice President, Chief Scientist. Syracuse NY office.Litigation support: technical support to legal teams in the form of document review andsite inspection, provided written opinion and affidavit, and provided testimony in twotrials as an expert in toxicology, environmental chemistry, hazardous waste management,and workplace/community exposures.Certification and Professional Registration:Certified Industrial Hygienist, American Board of Industrial Hygiene. 1986 – present.Scientific and Professional Organizations:Society of Environmental Toxicology and ChemistrySociety for Risks AnalysisHonors and Awards: noneInstitutional and Professional Service in the Last Five Years:Insititutional: Departmental liaison to joint S.U. – SUNY-Upstate Masters of Public HealthProgram. Developed Principles of Environmental Health course (cross-listed as CIE400/600 at Syracuse University).Professional: President of the Upstate New York Chapter of the Society for Risk Analysis(2009-2010). Currently member of the governing board of that chapter. Advisory Board –Department of Environmental Resource Engineering, SUNY College of EnvironmentalScience and Forestry.Selected Publications of the Last Five Years:Kaczmar, S.W. Risk and exposure assessment of nanotechnology . Spring Meeting of theUpstate Chapter Air and Waste Management Association. March, 2011, Syracuse, NY.A-- 83 -

C. Mecalfe, E.Bennett, M. Chappell, J. Steevens, M. Depledge, G. Goss, S. Goudey, S.Kaczmar, N. O’Brien A. Picado, A.B. Ramadan. SMARTEN: Strategic Management andAssessment of Risks and Toxicity of Engineered Nanomaterials. In Nanomaterials: Risksand Benefits. Igor Linkov, Jeff Steevens eds. Spinger, 2009Kaczmar, S.W. and Danzeisen, R. Development and Validation of Methodologies forWorkplace Exposure Sampling to Nanoparticles. Poster presentation to NATO AdvancedResearch Workshop, Faro, Portugal. April 26- April 28, 2008.Kaczmar, S.W. Regulatory Considerations of PCBs in Caulk and Bulk Product Waste. SpringMeeting of the Upstate Chapter Air and Waste Management Association. March, 2008,Syracuse, NY.Kaczmar, S.W. and Schew. W.A. Integration of habitat creation and enhancement into ahazardous waste site restoration program. Platform presentation at the 27 th Annual meetingof the Society of Environmental Toxicology and Chemistry. November 5-9, 2006.Montreal,Kaczmar, S.W. Environmental and Professional Ethics in a Post Modern World: IntegratedProblem Solving and Onondaga Lake Eight Annual Onondaga Lake Scientific Forum, heldon 17 November 2006Kaczmar, S.W , Environmental and Professional Ethics: The Issue of Sustainability.. Invitedpresentation at the Spring Meeting of the New York Water Environment Association, May5, 2006. Skaneateles, NY.Kaczmar, S.W. Professional Ethics and Regulatory Compliance. Platform presentation at theSpring Meeting of the Chemistry Council of New Jersey. Atlantic City, NJ. May 2, 2006.Kaczmar, S.W. Environmental and Professional Ethics: The Issue of Sustainability.Presentation at the Annual Meeting of the New York Water Environment Association,February 8, 2006. New York, NYKaczmar, S.W. Environmental and Professional Ethics in a Post-Modern World. Platformpresentation at the annual meeting of the Society of Environmental Toxicology andChemistry. November, 2005. Baltimore, MD.Banikowski, J.E., Kaczmar, S.W., Hunt, J. Field Validation of Helium as a Tracer Gas DuringSoil Vapor Sample Collection. Platform presentation by Swiatoslav Kaczmar and JeffBanikowski at the 2005 International Conference on Soils, Sediments and Water.University of Massachusetts, Amherst. October 20, 2005.Professional Development Activities in Last Five Years:Completed PPA 600:” Multi-Party Environmental Conflict Resolution” at SyracuseUniversity (1 cr.). Completed course in “Art and Science of Sustainable Design” at SUNY-ESF (2 cr.). Completed course in “Onondaga Land Rights” at SUNY-ESF (3 cr.). Completedcourse in “Introduction to Eco- Phenomenology” at SUNY-ESF (1 cr.). Attended NATOAdvanced Research Workshop on the Health and Environmental Effects of EngineeredNanoparticles (2008).A-- 84 -

Emmet M. Owens, Jr.Adjunct ProfessorDepartment of Civil and Environmental EngineeringSyracuse University, Syracuse, NY 13244-1190Phone: 315-263-3669, Email: emowens@syr.eduEducation: B.S.C.E., Cornell University, Civil Engineering, 1975M.S.C.E., Colorado State University, Civil Engineering, 1977Ph.D. program, Massachusetts Inst. of Technology, Civil Engineering, 1986-90Academic Experience:Adjunct Professor, Syracuse University, 1999 -present.Assistant Professor, Syracuse University, 1990-1998.Related Academic Experience: None.Non -Academic Experience:Research Engineer, Upstate Freshwater Institute, Syracuse, NY, 2004-present.Research Assistant, MIT, 1986-1989Stearns & Wheler Consulting Engineers, Cazenovia NY, 1977-86.Certification and Professional Registration:Professional Engineer, New York StateScientific and Professional Organizations:American Society of Civil EngineersHonors and Awards: None.Institutional and Professional Service in the Last Five Years: NoneSelected Publications of the Last Five Years:Owens, E. M., R. K. Gelda, S. W. Effler, P. J. Rusello, E. C. Cowen, and D. C. Pierson(2011). Modeling Resuspension in a Dynamic Water Supply Reservoir. Journal ofEnvironmental Engineering (in press, to appear July 2011).O’Donnell, S. M., D. M. O’Donnell, E. M. Owens, S. W. Effler, A. R. Prestigiacomo, and D.M. Baker (2010). Variations in the stratification regime of Onondaga Lake: Patterns,Modeling, and Implications. Fundamental and Applied Limnology, Archives ofHydrobiology 176(1):11-27.Tomlinson, L. M., M. T. Auer, H. A. Bootsma, and E. M. Owens, (2010). The Great LakesCladophora Model: Development, Testing, and Application to Lake Michigan. Journalof Great Lakes Research 36:287-297.A-- 85 -

Owens, E. M., R. Bookman, S. W. Effler, C. T. Driscoll, D. A. Matthews and A. J. P. Effler.(2009). Resuspension of mercury contaminated sediments from an in-lake industrialwaste deposit. Journal of Environmental Engineering, 135(7):526-534, July 2009.Effler, S. W., S. M. O’Donnell, A. R. Prestigiacomo, D. M. O’Donnell, D. A. Matthews, E.M. Owens, and A. J. P. Effler (2009). Tributary plunging in an urban lake (OnondagaLake): drivers, signatures, and implications. Journal of the American Waterworks Assoc.45(5):1127-1141.Gelda, R. K., S. W. Effler, F. Peng, E. M. Owens, and D. C. Pierson (2009). TurbidityModel for Ashokan Reservoir, New York: Case Study. Journal of EnvironmentalEngineering 135(9):885-895.Effler, S. W., E. M. Owens, D. A. Matthews, S. M. O'Donnell and J. M. Hassett. (2009).Effects of discharge of spent cooling water from an oligotrophic lake to a pollutedeutrophic lake. Journal of Water Resources Planning and Management 135(2):96-106March/April 2009.Owens, E. M. (2009) Observation and Simulation of Surface Waves in Two Water SupplyReservoirs, Journal of Hydraulic Engineering, 135(8):663-670, August 2009.Professional Development Activities in Last Five Years: NoneA-- 86 -

David S. WazenkewitzAdjunct ProfessorDepartment of Civil and Environmental EngineeringSyracuse University, Syracuse, NY 13244-1190Phone: 315-458-6885, Fax: 315-458-6885, Email: wazenkewi@aol.comEducation: B.S. Syracuse University, Civil and Environmental Engineering, 1983Academic Experience:Adjunct Professor, Syracuse University, 1987 -present, Part-time.Related Academic Experience: None.Non -Academic Experience:Contract employee - NYSDEC - Employee Training, 2007-2008Environmental Engineer 2 - NYSDEC Solid and Hazardous Materials Region 7, 1991-2007.Directed Solid Waste Planning, Waste Reduction and Recycling, Organics &Residuals Management and Disposal, Beneficial Use and Pollution PreventionPrograms for Permitting, Compliance, Technical Outreach,Environmental Engineer 1&2 -NYSDEC Solid and Hazardous Waste Materials Region 7,1982-1991.Engineering Project Manager for Permitting and Compliance of Solid WasteManagement Facilities and Inactive Hazardous Waste Disposal Site Investigation& Remediation 1982 -1991Principal Engineering Technician - NYSDEC Divisions of Solid Waste, Water & AirResources, 1972-1982.Permitting, Compliance Inspection, Monitoring and Stationary Source Sampling,1972 -1982Certification and Professional Registration:New York State Professional Engineering -License #064011-1Scientific and Professional Organizations:New York State Association for Solid Waste Management thru 2009; New York StateAssociation of Reduction, Reuse, Recycling thru 2007.Honors and Awards: None.Institutional and Professional Service in the Last Five Years:Professional:New York State Association for Reduction, Reuse & Recycling; Organics ManagementCommittee; New York State Association for Reduction, Reuse & Recycling NYSDEC regionalCoordinator.A-- 87 -

Selected Publications of the Last Five Years: None.Professional Development Activities in Last Five Years:Drainage Design Methodologies & Application of Geocomposite Drainage Systems inLandfills; Landfill Design Technology Transfer Seminar Surfactant Flushing ofPetroleum Seminar; Planning and Promoting of Ecological Reuse of Remediated Sites,Derivation of Site; Specific Arsenic Background in Soil, Electrical Resistance HeatingRemediation of a PCE Source Area; Water Quality Assessments: How We Evaluate EQand Designate Impaired Waters; Biological Nitrogen Removal & Combined SewerOverflow Control, 2006; We Don’t Make Paint, But We Make It Cleaner, Blueprint forthe Generation of Environmental Data Used by Decision Makers, A Multi - DisciplinedStudy of NYC Croton Reservoir/Turkey Mountain Watershed, 2007; The New York StateAssociation for Solid Waste Management -Composting Seminar, 2009.A-- 88 -

Appendix_ C - EquipmentAppendix C.1 Environmental Engineering LaboratoryAppendix C.2 Hydraulics LaboratoryAppendix C.3 Soil Mechanics LaboratoriesAppendix C.4 Structures & Material Testing LaboratoryAppendix C.5 Surveying LaboratoryAppendix C.6 Transportation LaboratoryA-- 89 -

Environmental Engineering Laboratory (405 Link)The undergraduate environmental engineering teaching lab is equipped with basic environmentalmeasurement equipment, including pH/mV meters, UV/VIS spectrometer, electrodes, magneticstirrers, microscopes, baths, and assorted labware. As necessary, other laboratory facilities andequipment of the Center for Environmental Systems Engineering (CESE), co-located on the 4 thfloor of Link Hall, are used for undergraduate teaching. For example, an autoclave, constanttemperature rooms, ovens, and incubators are all available for undergraduate instruction. Also,some unit operations exercises have been carried out in Link 444, which has an open area with afloor drain suitable for work with large tanks.Other major equipment for environmental engineering instruction includes:• Armfield aeration apparatus.• Stirred tank reactors in series.• Fluid mixing experimental unit.A-- 90 -

Hydraulics Laboratory (051 Link)Major equipment for undergraduate instruction in hydraulics includes:• Armfield hydraulics bench (for pump testing).• Five-meter multi-purpose flume.• Pipe network apparatus.A-- 91 -

Soil Mechanics Laboratories (002 and 002A Link)The undergraduate soil mechanics laboratories are equipped to accommodate at least five groupsof five students in each lab session. Soil, rock and light weight fill sample sets for visualidentification and rock core boxes for RQD designation are available. The labs have at least 5modules for each of the following exercises:• Sieve sets and hydrometer test fixtures for grain size distribution exercises.• Liquid limit test devices and Plastic limit set up for clayey soil index properties.• Compaction molds, manual and mechanical compactors for compaction tests.• Permeameters, constant head and falling head hydraulic conductivity testing units.• Geojac frames, 2000# load cell, 3in displacement sensors, 2.5in consolidation cells.• Digishear direct shear testing system with 500# load cell, 3in sensors, 2.5in retainers.• Vanes, penetrometers, triaxial cells for shear tests, UC and UU testing.• ArcGIS and laptops for GIS exercises.The laboratories have a complement of soil test supplies, ovens, electronic balances,microscopes, vibrating table, mechanical compactor, a jaw crusher, sieve shakers, powersupplies, data acquisition modules, computers, load, displacement and pressure transducers ofsuitable range and capacity to perform a series of undergraduate laboratory exercises.A-- 92 -

Structures & Material Testing Laboratory (Ground Floor Link+)The main component of the Structures Laboratory is a 3-D reaction frame on a strong floor. Thehigh-capacity frame is capable of supporting full-scale tests of a variety of structural components.Auxiliary equipment for full-scale testing includes an assortment of hydraulic rams, dual actionactuators, load cells, strain gauges, LVDTs, and a multi-channel data acquisition system.The Structures Lab also has an Armfield demonstration frame and an array of truss, beam andframe models.The Materials Laboratory houses three universal testing machines:• A 30-ton capacity Baldwin testing machine, upgraded in 2009 with an Extend dataacquisitioninstrumentation package.• A 150-ton capacity Riehl testing machine.• A high-capacity (1,500 kN) Instron Model 5595 materials testing system.• In addition, there is a beam tester fitted with a Power Team 10-ton capacity hydraulic ram.The Materials Lab also has a variety of concrete and steel testing apparatus, including a hardnesstester, a torsion tester, a bending tester, a Charpy V-notched impact tester, a Poisson’s tester, a K-tester, a Schmidt Hammer, and a Strawberry data acquisition system.The Department also shares with the Department of Mechanical and Aerospace Engineering theuse of an MTS axial-torsional Mini Bionix universal testing machine. This system is capable ofdoing static or fatigue axial, torsional, or axial-torsional testing.A-- 93 -

Surveying Laboratory (Outdoor Use)Major equipment for undergraduate instruction in surveying includes:• 5 Trimble System 5600 total stations, with 3-5 sec angular precision and 0.001 ft. linearprecision. Plus one equivalent Geodimeter total station.• 6 Trimble System 5700 dual-frequency global positioning system (GPS) receivers, plusantennas, controllers, and software. Allows for 1 base and 5 rovers in use during labs.• 6 Topcon theodolites, plus one Topcon electronic distance measurement (EDM) systemfor use with the theodolites.• 5 Leica electronic levels.• Tripods, steel tapes, rods, range poles, chaining pins and plumb bobs necessary for 5working groups.•A-- 94 -

Transportation Laboratory (Outdoor Use)In addition to the equipment described above, the following traffic-counting equipment is used bystudents enrolled in the Transportation Engineering (CIE443) course:• TRAX raw data solar counter• TRAXPRO software• TDC-12 Kit with Petra Windows SoftwareA-- 95 -

Appendix_ D - Institutional Summary1. The Institutiona. Name and address of the institutionSyracuse UniversitySyracuse, NY 13244-1240b. Name and title of the chief executive officer of the institutionDr. Nancy CantorChancellor and Presidentc. Name and title of the person submitting the self-study report.Dr. Laura J. Steinberg, DeanL.C. Smith College of Engineering and Computer Scienced. Name the organizations by which the institution is now accredited and the dates of theinitial and most recent accreditation evaluations.Syracuse University is accredited by the Middle States Association of Colleges andSecondary Schools. Initial accreditation was granted in 1922 and is subject to decennialreview. The most recent self-study, review, and re-accreditation occurred in 2008.2. Type of ControlSyracuse University is a private, non-profit institution.3. Educational UnitThe program is located in the department of Civil and Environmental Engineering,chaired by Dr. Chris E. Johnson.The department is located in the L.C. Smith College of Engineering and ComputerScience, led by Dr. Laura J. Steinberg, Dean.The Dean reports to Dr. Eric F. Spina, Vice Chancellor and Provost.The Provost reports to Dr. Nancy Cantor, Chancellor and President.4. Academic Support UnitsDepartment of Biology, John M. Russell, ChairDepartment of Chemistry, Karin Ruhlandt, ChairDepartment of Mathematics, Eugene Poletsky, ChairDepartment of Physics, Peter Saulson, ChairWriting Program, Eileen Schell, ChairA-- 96 -

5. Non-academic Support UnitsThe University Library, Suzanne E. Thorin, DeanInformation Technology and Services, Christopher M Sedore, VP for InformationTechnology & Chief Information OfficerThe Honors Program, James T. Spencer, Interim DirectorSU Study Abroad, Jon Booth, Executive DirectorDivision of Student Affairs, Thomas V. Wolfe, Thomas V. Wolfe, Senior VP and DeanCenter for Career Services, Michael T. Cahill, DirectorCounseling Center, Cory Wallack, DirectorOffice of Disability Services, Stephen H. Simon, DirectorDepartment of Recreation Services, Joseph Lore, Director6. Credit UnitOne credit hour represents one class hour or three laboratory hours per week. Oneacademic year represents at least 28 weeks of classes, exclusive of final examinations.7. Tables (following pages)Table D-1. Environmental Engineering Enrollment and Graduation Data for 2006-2011Table D-2. Personnel Contributing to the Environmental Engineering Program, Fall 2010A-- 97 -

Table D-1 Environmental Engineering Enrollment and Graduation Data for 2006-2011.Environmental Engineering – Syracuse UniversityAcademicYearEnrollment YearTotalUndergradTotalGradDegrees Awarded1 st 2 nd 3 rd 4 th Associates Bachelors Masters Doctorates2010-2011 FT 27 18 17 11 73 15N/A 11 † 5 † N/A ‡PT 0 0 0 0 0 52009-2010 FT 25 19 15 4 63 13PT 0 0 0 0 0 42008-2009 FT 17 14 5 2 38 9PT 0 0 0 0 0 22007-2008 FT 15 4 3 3 25 11PT 0 0 0 0 0 22006-2007 FT 5 3 4 1 13 11PT 0 0 0 0 0 2N/A 4 3 N/AN/A 1 2 N/AN/A 4 4 N/AN/A 2 2 N/A†Pending official certification.‡Ph.D. students with research interests in environmental engineering enroll in the civil engineering Ph.D. program.A-98

Table D-2 Personnel Contributing to the Environmental Engineering Program, Fall 2010Environmental Engineering – Syracuse UniversitySemester: Fall, 2010HEAD COUNTFTE 1Administrative 2 0 0.75Faculty (tenure-track) 5 0 4.25Other Faculty (excluding studentAssistants)FTPT1 4 1.6Student Teaching Assistants 4 0 4Student Research Assistants 2 0 2Technicians/Specialists 2 0 1.4Office/Clerical Employees 3 0 3Others 0 0 01FTE values for persons holding joint administrative/faculty positions are allocated toeach category according to the fraction of the appointment assigned to that category.A-99

Appendix_ E - Survey and Assessment FormsAppendix E.1 Alumni Survey Form (Survey Monkey 2007-2009)Appendix E.2 Alumni Survey Form (LCS 2011)Appendix E.3 Direct Assessment Charts (DAC)Appendix E.4 External Reviewers’ Critique FormAppendix E.5 Senior Exit Survey Form – Educational Benchmarking Inc.Appendix E.6 Senior Design Course Evaluation Form – DepartmentalAppendix E.7 Senior Design Course Evaluation FormAppendix E.8 Continuous Quality Improvement (CQI) DocumentAppendix E.9 Performance Indicators Used in CIE 274A-100

Appendix E.1 Alumni Survey Form (Survey Monkey 2007-2009)A-101

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Appendix E.2 Alumni Survey Form (LCS 2011)A-106

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Appendix E.3 Direct Assessment Charts (DAC)A-113

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Appendix E.4 External Reviewers’ Critique FormExternal Reviewers’ Critique Form for Senior DesignCIE 475SENIOR DESIGNFINAL PRESENTATION EVALUATION SHEETGroup:Members:1. Quality and clarity of the presentation, including response to questions.1 poor 2 3 4 5 6 7 8 9 excellent 10Comments:2. Technical content of the presentation and answers to questions.1 poor 2 3 4 5 6 7 8 9 excellent 10Comments:3. Overall evaluation.1 poor 2 3 4 5 6 7 8 9 excellent 10Overall Comments:Evaluator: __________________________________________________________A-115

Appendix E.5 Senior Exit Survey Form - Educational Benchmarking, Inc.A-116

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Appendix E.6 Senior Exit Survey Form - DepartmentalDEPARTMENT OF CIVIL & ENVIRONMENTAL ENGINEERINGSyracuse UniversityClass of _____Program (please circle): Civil Environmental1. Do you feel that your curriculum helped you attain the objectives listed below?a. ability to apply knowledge of math,science, and engineeringb. ability to design and conductexperiments,, analyze and interpret datac. ability to design a system, component,or process to meet desired needsd. ability to function on multidisciplinaryteamse. ability to identify, formulate, and solveengineering problemsf. understanding of professional andethical responsibilityg. ability to communicate effectivelyNot At AllAbsolutely1 2 3 4 5 6 7 8 9 10h. understanding of the impact ofengineering solutions in a global andsocietal contexti. desire and ability to engage in life-longlearningj. knowledge of contemporary issuesk. ability to use techniques, skills, andmodern engineering toolsA-119

2. Can you give us some general thoughts on your overall academic experience?3. What do you consider to be the strengths and weaknesses of the program?4. Do you feel your own educational objectives have been fulfilled?5. Did you actively participate in any student organizations, such as ASCE, Chi Epsilon,SWE, NSBE, SHPE, etc. (Please specify which)? What were some of the activities youparticipated in that you felt were beneficial to your professional growth? What otheractivities would you like to see carried out?6. Were you satisfied in your interaction with faculty and staff and other students? Howcould these interactions be improved?Do you have any additional comments or suggestions?A-120

Appendix E.7 Senior Design Course Evaluation Form(click on the page to open the embedded file.)A-121

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Appendix E.8 Continuous Quality Improvement (CQI) DocumentContinuous Quality Improvement Document – Blank and CompletedL.C. SMITH COLLEGE OF ENGINEERING AND COMPUTER SCIENCES Y R A C U S E U N I V E R S I T YContinuous Quality Improvement (CQI) DocumentPurpose: This document is part of the regular course, curriculum, and program review process. The primary instructor for a courseshould complete the CQI form within one month of the end of the semester. When completed, the CQI document will be a startingpoint for consideration of modifications the next time the course is offered, and will also provide valuable information prerequisites,course sequencing, and curriculum effectiveness.Course Name/Number:Semester/Year Offered:Instructor:Number of Students:First Time Taught: Most recent semester taught: Date CQI Completed:Please attach the course syllabus to the completed document.Course Learning Objectives Instructional Methods Used to Achieve Objectives Assessment ToolsA-123

Assessment results (a summary of major results of all assessment):A.B.C.D.Suggested Changes:1. Course Content2. Curricular ChangesA-124

L.C. SMITH COLLEGE OF ENGINEERING AND COMPUTER SCIENCES Y R A C U S E U N I V E R S I T YContinuous Quality Improvement (CQI) DocumentPurpose: This document is part of the regular course, curriculum, and program review process. The primary instructor for a courseshould complete the CQI form within one month of the end of the semester. When completed, the CQI document will be a startingpoint for consideration of modifications the next time the course is offered, and will also provide valuable information prerequisites,course sequencing, and curriculum effectiveness.Course Name/Number CIE 272 Semester/Year Offered Fall 2009Instructor Chris Johnson Number of Students 76First Time Taught Spring 1995 Most recent semester taught Fall 2008 Date CQI Completed May 18, 2010Please attach the course syllabus to the completed document.Course Learning Objectives Instructional Methods Used to Achieve Objectives Assessment ToolsA. To learn the fundamentals of planesurveying theory and practice.1. Lectures on surveying theory and problemsolving.2. Hands-on laboratory exercises.B. To build skills in data analysis. 1. Lectures on probability and statisticsconcepts and methods.2. Emphasis on practical application of dataanalysis to civil & environmentalengineering.3. Laboratory exercises in data analysis andgraphics.i. Graded homework exercises.ii. Written examinations.iii. Performance on submitted laboratoryexercises.i. Graded homework exercises.ii. Written examinations.iii. Performance on submitted laboratoryexercises.C. To begin to develop anunderstanding of the care involved in1. Surveying laboratory exercises includequality checks to help students understandi. Performance on submitted laboratoryA-125

making high-quality measurements. this. work.D. To build teamwork skills throughgroup laboratory assignments.1. Six of the ten laboratory exercises are donein groups, and must be turned in by thegroup.i. Performance on submitted laboratorywork.ii. Observation by instructor duringlaboratory sessions.Assessment results (a summary of major results of all assessment):A. Student performance in the surveying portion of CIE 272 this year improved over 2008, but was still below what I would considerto be a reasonable standard. The median score on the surveying examination was 74.5, compared to 71.5 in 2008. Since differentquestions were used in the two examinations, the difference may just be the result of a somewhat easier test this year. Eighteen outof the 76 students who took the surveying examination scored below 60, suggesting that a substantial minority of the students didnot meet this objective. Grades on the surveying homework exercises averaged 84.1%, which is satisfactory. The average scoresfor the surveying laboratory exercises was 87.6%, which also indicates a reasonable level of mastery of the concepts of surveying.These homework and lab scores were a substantial improvement on the 2008 class, which averaged 71.3% on the surveyinghomeworks and 81.3% on the surveying labs.B. Student performance in the data analysis section of CIE 272 was better than their performance in the surveying section of thecourse. The median scores for the second and third exams, which cover data analysis, were 83 and 84, respectively. Sevenstudents scored below 60 on the second test and only one scored below 60 on the third test. These results are generally in line withdata from 1997-2003, when I taught the course. Homework and laboratory performance in the data analysis section of the coursewas similar to the surveying portion of the course. Students averaged 85.9% on five homework assignments and 87.8% on fivedata analysis labs.One change I made in the class this year was to institute weekly homework help sessions. For three hours on Wednesday eveningand three hours on Thursday afternoon, teaching assistants were available in the senior design lab to help students with theirassignments. Mostly this focused on the homeworks, which were due on Fridays, but help was also available for the labs. Thesesessions were very well attended, especially as the semester wore on. I believe that they are responsible for the high turn-in rate ofthe homework assignments as well as the mid-80s average scores. Whether they facilitated learning is another question. To someextent, I am sure that they were group copying sessions, but when I attended I did observe real discussion among groups ofstudents. This sort of help session is probably going to continue to be cruicial as long as the enrollments in our courses remainhigh. With a class of 76, I could not have helped even a fraction of these students during office hours and other times.A-126

C. This is a difficult objective to assess because it involves student attitudes as much as knowledge. In several of the surveyinglaboratory exercises, students compute misclosure as an estimate of error. The final surveying lab is the development of atopographic map for a gently sloping area. In all of these exercises, students must reconcile their measurements, either with theory(misclosures should equal zero) or with their own knowledge (i.e., whether their map “looks” like the area they surveyed).Students often comment to me on their surprise at the magnitude of their errors considering how careful they thought they were inmaking their measurements. This is exactly what I am striving for in this objective. In the past I have been distressed by thenumber of submitted topographic maps that bore little or no resemblance to the field area in which the measurements were made. Iam happy to say that over the years this has improved. All but a couple of this year’s topographic maps (out of 20 lab groups) werereasonable depictions of the area surveyed. Similarly, the vast majority of the lab groups were able to produce reasonable map andprofile views of the Crouse College steps.On the other hand, I see a distressing trend in our students to trust the results of computers and calculators unquestioningly. In oneof the surveying labs the students are asked to make the measurements necessary to compute the height of Hendricks Chapel. Theanswer is about 100 ft. This year’s submitted values included 313 ft (a 25-story building) and -30 ft! In both cases, there was noacknowledgment on the part of the students that they understood that their result was not reasonable. This indicates either a lack ofinterest in obtaining a reasonable result, or an inability to detect errors in their measurements and/or analysis.D. For the most part, the students in CIE 272 adapt well to their lab group partners, who they often do not know. In the surveying labsessions, I have observed that the student groups work together effectively to collect the data. They generally interact comfortablyand share responsibilities well. However, based on the submitted work, I believe that there is a growing tendency within the labgroups to assign the work for each of the team labs to one member of the group to do alone. Evidence of this exists in the highdegree of variability in scores on these labs. One lab group, for example, recorded the following scores on the five surveying labs:92, 55, 93, 89, 87.5. The recorder on the second lab eventually earned a D in the course, whereas the other group members earnedA, A-, and B grades.Suggested Changes:a. Course Content and ConductI believe that CIE 272 is generally meeting its objectives. This 3-credit course requires a lot of work, with 10 lab exercises,about 10 homework assignments, and three exams. The work is not particularly difficult, however, requiring more attention todetail than deep study. Expanding the course content is not feasible, as I have not covered the entire curriculum in either of thelast two years. This year I failed to cover hypothesis testing for regression and GPS surveying.One of the real challenges in the course is the size. For years I taught CIE 272 to groups of 30-50 students. The last two yearsA-127

have been greater than 70, and that trend appears to be continuing for at least the next two years. Lecturing is less effective inlarge groups, and much more time is taken up is unproductive activities like handing out assignments and returning gradedwork. I am reluctant to use powerpoint as a mode of instruction, but I need to figure out some way of making better use of timein the lecture sessions.The content of the labs is generally good. The surveying labs have been revised for the use of modern total stations, and theyhave a good mixture of difficulty. As discussed above, the surveying labs offer an opportunity to assess student awareness oferror and precision. The data analysis labs need a little bit of work. I added a basic Excel lab this year because for some of ourstudents this is their first exposure to Excel. For the later data analysis labs I have been considering teaching them the basics ofMinitab so that they have at least a little exposure to a mainstream statistical package. I would be interested in the opinion ofthe rest of the CIE faculty.The weekly help sessions were a valuable addition to the course this year. I was surprised at how well attended they were. Myonly worry with the help sessions is that the TAs may be tempted to give out answers rather than working with the students tohelp them solve the problems on their own. The only thing that can be done about that is to train the TAs at the beginning ofthe course.2. Curricular ChangesIn its current form, CIE 272 serves three purposes: (1) it covers the basics of surveying measurements; (2) It provides anintroduction to data analysis techniques; (3) it develops skills with Excel. Because of these multiple objectives, thecourse has always been in danger of becoming superficial.I believe that we need to consider what computational skills we want our students to have after two years, and ensurethat they attain those skills. Currently, they learn the elements of Autocad in ECS 101. They learn some Excel in CIE272. Several CIE 272 students in this year’s class, as well as the TAs for the course (all CIE juniors and seniors)indicated that they think that a course like ECS 104 should be required for all CIE undergraduates. Having taught ECS104, this was a little surprising, since students were not particularly enamored of that course when we did teach it.Nevertheless, a freshman-level course devoted to Excel and Mathcad would improve our students problem-solvingability, it would keep us connected to them in the Spring semester of their freshman year, and it would allow me toteach data analysis using Minitab in CIE 272.A-128

SYRACUSE UNIVERSITYL.C. SMITH COLLEGE OF ENGINEERING AND COMPUTER SCIENCECivil Engineering Measurements and AnalysisCIE 272Fall 2009Catalog Description:Skills for civil and environmental engineering. Map reading and theory of measurement.Numerical analysis and methods. Problem solving using computers.Instructor’s Description:There are two major emphases in this course: plane surveying and data analysis. These topicsrepresent fundamental tools in civil and environmental engineering. We will build on theexperiences of ECS 101 to refine students’ problem-solving abilities, and continue thedevelopment of logical thinking. Both surveying and data analysis require disciplined, organizedapproaches to problem solving.The course includes lectures and weekly laboratory sessions. The first 6-7 weeks of the coursewill be devoted to the study of surveying. Students will gain hands-on experience with modernsurveying equipment. All of the surveying laboratories will be conducted outdoors, rain orshine.The final 7-8 weeks of the course will be devoted to data analysis. We will revisit some ideasfrom ECS 101 and freshman mathematics, and develop the techniques by which data aresummarized, uncertainties are expressed, functional relationships are derived, and hypotheses aretested. In many respects, these are some of the most important concepts you will learn atSyracuse University.Instructor Information:Chris Johnson462C Link+cejohns@syr.edu443-4425Office Hours: MWF 8:30 - 10:00 AMTeaching Assistant Information:Tyson Bry ttbry@syr.edu Thomas Maxner tamaxner@syr.eduStacy Ingersoll slingers@syr.edu Michael McColgan mtmccolg@syr.eduZhuang Lin zlin@syr.edu Melody Miller mlmill08@syr.eduThe TA’s are available for assistance with homework and laboratory assignments. E-mail themindividually for appointments, or see them during lab to set up an appointment.A-129

Course Web Address:Textbooks:http://lcs.syr.edu/faculty/johnson/cie272/index.htmRequired: “MRH”: Engineering Statistics, 4 th Ed. D.C. Montgomery, G.C. Runger, and N.F.Hubele, John Wiley & Sons, New York, NY. 2007.Recommended: “SB”: Engineering Surveying, 6 th Ed. W. Schofield and M. Breach,Butterworth-Heinemann, Oxford, UK. 2007. (Available electronicall through the SU Library webpage)Grading:Examinations (3) 45 %Homework 20 %Laboratory Exercises 35 %Attendance Policy:I will not take attendance at lectures, though I think attendance is critical. If you miss class, it isyour responsibility for getting materials for the missed classes. I do not share my notes. I mayrefuse to help people who are regularly absent. Lab attendance is mandatory. If you miss a lab,you will receive a zero grade for that exercise.Academic IntegrityComplete academic honesty is expected of all students. Any incidence of academic dishonesty, asdefined by the SU Academic Integrity Policy, will result in both course sanctions and formalnotification of the College of Engineering and Computer Science and the Syracuse UnversityOffice of Academic Integrity. A link to the policy can be found on the electronic version of thissyllabus on the course web page. In this course, students are allowed and strongly encouraged tostudy together and to consult each other concerning the homework and laboratory assignments.No collaboration of any kind is allowed during examinations.Academic Accommodations for Students with Disabilities:Students who are in need of disability-related academic accommodations must provide a currentAccommodation Authorization Letter from the Office of Disability Services (ODS) to theinstructor. This letter is obtained by registering with ODS, 804 University Avenue, Room 309,315-443-4498. The instructor will review, in advance, all disability-related accommodations.Academic accommodations will not be provided retroactively; therefore, planning foraccommodations as early as possible is necessary.Prerequisites by Topic:Students enrolled in this course should enter with these abilities:1. Knowledge of differential and integral calculus (MAT 295; MAT 296 may be takenconcurrently).2. Basic facility with computers and the World Wide Web (ECS 101).A-130

Course Objectives:• To learn the fundamentals of plane surveying theory and practice.• To build skills in data analysis.• To begin to develop an understanding of the care involved in making high-qualitymeasurements.• To build teamwork skills through group laboratory assignments.Course Topics:Types of surveyingMethods of distance measurementErrors in distance measurementLevelingErrors in levelingAngle measurementBearing and azimuthErrors in angle measurementClosed-loop traverseOpen traverse (route surveying)Global positioning systemsUsing coordinates in surveyingLatitudes and departuresCompass and map workSummary statisticsGraphical display of dataGraphical analysis and model-buildingProbability fundamentalsDiscrete and continuous dataPopulations vs. samplesNormal (Gaussian) distributionConfidence intervalsCorrelationLinear regressionCoefficient of determination(Easy) non-linear regressionHypothesesHypothesis tests on a single meanHypothesis tests comparing two means (paired and unpaired samples)Confidence and prediction intervals in regressionHypothesis testing on regression parametersA-131

Course Outcomes:At the completion of this course, the student should be able to:1. Generate, analyze, and portray plane surveying data.1.1 Measure distances by taping.1.2 Use a total station for measuring angles, elevations, and horizontal distances.1.3 Use global positioning systems (GPS) equipment to determine the positions of points onthe ground.1.4 Determine angles, distances, elevations, postions, areas, and volumes from surveyingdata.[Program Objectives a,b,e,k] †2. Create high-quality graphical displays of data.2.1 Determine the most appropriate graph type for the graphical display of data.2.2 Create high-quality graphs by hand and using computer software.2.3 Develop quantitative relationships from bivariate graphs.[Program Objectives a,e,(f),g,k] †3. Carry out appropriate statistical analyses of univariate and bivariate data.3.1 Compute summary statistics (mean, median, variance, etc.)3.2 Plot and use histograms and cumulative frequency plots.3.3 Compute confidence intervals and carry out hypothesis tests on a single variable.3.4 Carry out hypothesis tests comparing the means or variances of two variables.3.5 Perform regression analysis on two variables, including the computation of correlationand hypothesis testing of slopes and intercepts.[Program Objectives a,b,e,(f),g,(j),k] †4. Work in teams to collect, analyze, and report data.4.1 Prepare a joint report for a group project.4.2 Negotiate with colleagues to reach consensus decisions.4.3 Present engineering calculations in a clear, effective manner.[Program Objectives b,d,g,k] †† The Accreditation Board for Engineering and Technology (ABET), which accredits engineering programs in the U.S., hasestablished the following objectives for undergraduate engineering programs:“Engineering programs must demonstrate that their graduates have:a. An ability to apply knowledge of mathematics, science, and engineering.b. An ability to design and conduct experiments, as well as to analyze and interpret data.c. An ability to design a system, component, or process to meet desired needs.d. An ability to function on multi-disciplinary teams.e. An ability to identify, formulate, and solve engineering problems.f. An understanding of professional and ethical responsibility.g. Ability to learn / engineering presentation.h. The broad education necessary to understand the impact of engineering solutions in a global and societal context.i. A recognition of the need for, and an ability to engage in life-long learning.j. A knowledge of contemporary issues.k. An ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.”A-132

CIE 272Civil Engineering Measurements and AnalysisWeek of: Lecture Topics Lab Readings8/31 Introduction, Surveying Surveying SB: 1.1-1.5, 4.1-4.6Concepts, DistanceInstruments9/7 M: Labor Day (No Class) Distance SB: 3.1-3.10Bench Marks, Levelling Measurement9/14 Angles, Bearings, Leveling SB: 5.1, 5.2, 5.4-5.6Latitude and Departure9/21 M: Eid-Ul-Fitr (No Class) Angles SB: 6.1, 6.2Traverses9/28 M: Yom Kippur (No Class) Trigonometric SB: 6.1, 11.1Coordinates, AreasLeveling10/5 Global Positioning Systems Topographic SB: 9.1-9.3, 9.8Surveying10/12 Topographic MapsData Analysis10/19 Exam ISummary Statistics Excel Basics MRH: Chapters 1,210/26 Probability, Engineering MRH: 3-1 to 3-7Discrete and Continuous Data Graphics11/2 Normal Distribution Frequency MRH: 4-1, 4-2Confidence Intervals Data11/9 Correlation Graphical MRH: 6-1, 6-2RegressionModels11/16 Exam II Correlation &“Testing” Hypotheses, Regression MRH: 4-311/23 Testing a Single Mean MRH: 4-4 to 4-5W,F: Thanksgiving Break11/30 Paired T-test Hypothesis MRH: 5-1 to 5-5Two-Sample T-testTesting12/7 Satterthwaite TestPhilosophical Issues12/14 Testing in RegressionExam III - Monday, December 21, 7:15 – 9:15 PMA-133

Appendix E.9 Performance Indicators Used in CIE 274OutcomeAssessedPerformanceIndicatorAssessmentInstrumentDesirableAnswerRubricPerformanceCriterionAssessmentResults(f) - EthicsStudent can evaluate the ethical dimensions of a civil or environmentalengineering design or decision.Homework Question: TNS Principle 4 asks us to reduce conditions thatundermine people’s ability to meet their basic needs. As one way of reducingthese conditions, some developing countries have received payment foraccepting toxic industrial waste from wealthier countries. Does this solve theproblem referred to in Principle 4? If so, describe how the problem is solved. Ifnot, describe what is wrong with this solution. Your answer should be computergenerated and less than 100 words.This does not solve the problem, and in fact makes it worse. Industrial wastemay contain toxic materials that can contaminate air, water, or soil. Ensuringthat such contamination does not occur is expensive and requires vigilantmonitoring. It is unlikely that the developing country accepting the waste willpay to contain the waste and conduct necessary monitoring; doing so would bemore costly than the payment they received for accepting the waste. Thus thewaste is likely to cause environmental damage in the developing country whichis much more costly over the long-term than proper treatment of the waste.1 – “Unsatisfactory”: student fails to identify key ethical issues relevant to theproposed design or decision and/or provides wrong, misleading, or confuseddescriptions of ethical dimensions.2 – “Developing”: Student identifies key ethical issues of the proposed designor decision, but reasoning of ethical dimensions of the situation lacks depth.3 – “Satisfactory”: Student identifies key ethical issues and effectivelyarticulates reasoning.80% of students should be “satisfactory”.Unsatisfactory: 0 (0.0%)Developing: 4 (5.1%)Satisfactory: 74 (94.9%)A-134

OutcomeAssessedPerformanceIndicatorAssessmentInstrumentDesirableAnswerRubricPerformanceCriterionAssessmentResults(h) – Social ResponsibilityStudent understands the importance of considering social responsibility inmaking engineering decisions.Homework Question: Assume you are asked to choose between two materialswith similar properties. One material is inexpensive but it is produced by onlyone company, and it is discovered that this company illegally employs childlabor. The other material is more expensive but the company satisfies all lawswith regard to its employees. Under what conditions would it be acceptablefrom a sustainability perspective to use material from the first company?Discuss in one or two sentences.From a sustainability perspective, there are no conditions under which it wouldbe acceptable to use material produced by the first company since child labor isnot socially sustainable. The company would have to bring in adults, pay themfair wages, and provide good working conditions for it to acceptable to purchasematerial from this company.1 – “Unsatisfactory”: Student fails to recognize social responsibility as a factorin engineering decision making.2 – “Developing”: Student shows some awareness that supporting sociallyresponsible behavior is important, but does not articulate the connection toengineering decision making.3 – “Satisfactory”: Student is capable of articulating how supporting socialresponsibility is a key component of engineering decision making.80% of students should be “satisfactory”.Unsatisfactory: 1 (1.1%)Developing: 12 (13.0%)Satisfactory: 79 (85.9%)A-135

OutcomeAssessedPerformanceIndicatorAssessmentInstrumentDesirableAnswerRubricPerformanceCriterionAssessmentResults(h) – International Relations/ Global AwarenessStudent understands the importance of making engineering decisions thatminimize risk associated with uncertain international relations.Homework Question: Assume you are designing a hybrid vehicle that requiresa battery of substantial size. You are trying to choose between a nickel metalhydride battery and a lithium ion battery. Based on information presented inlecture, what is the risk of choosing a nickel metal hydride battery if thedecision must be made at the current time? Discuss in one or two sentences.Nickel metal hydride batteries require rare earth elements, and virtually theentire global production of rare earth elements is currently in China. If wedesign a hybrid vehicle using nickel metal hydride batteries which will bemanufactured today, we will be required to purchase rare earth elements fromChina no matter what stipulations or price they charge. The risk is that we maynot be able to obtain the needed rare earth elements, and thus cannot completeproduction of the vehicles.1 – “Unsatisfactory”: Student fails to recognize the risks associated withinternational relations in making engineering decisions.2 – “Developing”: Student shows some ability to articulate the risks associatedwith international relations, but does not account for those risks in makingengineering decisions.3 – “Satisfactory”: Student makes engineering decisions that take into accountthe risks associated with international relations.80% of students should be “satisfactory”.Unsatisfactory: 0 (0.0%)Developing: 17 (18.9%)Satisfactory: 73 (81.1%)A-136

Appendix_ F - Fulfillment of SSH Distributional RequirementFulfillment Patterns for the Social Science and Humanities Requirement of the B.S. Degrees inCivil and Environmental Engineering: Classes of 2010 and 2011.Starting with the matriculating cohort of 2006, the Department of Civil and EnvironmentalEngineering (CIE) instituted a distributional requirement for the selection of social science andhumanities electives for the B.S. degrees in civil engineering and environmental engineering. Tomeet the requirement (see Appendix) students must take at least one course in each of threegroups. This requirement was aimed at ensuring that ABET requirements regarding economicsand social issues (Group 1), global affairs (Group 2), and public policy (Group 3) would be metby all of our graduating students.Most of the cohort of students that enrolled at Syracuse University in 2006 graduated in May,2010. Therefore, we have our first opportunity to assess the choices that our students made infulfilling their Group requirement. As part of the degree certification process, each student folderwas examined, and the courses taken to satisfy the Group requirement were noted. Data for 38students were collected (Table F-1). This is a smaller sample size than our graduating classbecause some students petitioned to graduate under the 2005 curricula.In Group 1, the majority (64%) of the 2010 graduates took ECN 203, an introductory course ineconomics. Two other students also satisfied this requirement with courses in economics. Theremaining 12 students completed the Group 1 requirement with introductory sociology courses.Group 2 showed the greatest diversity in student choice, with four courses selected by at least 5students. One student fulfilled this requirement with a course on Spanish politics taken inMadrid on her semester abroad. The logic behind approving this petition is that a course onregional politics, taken while studying abroad in that region, is a satisfactory substitute for acourse in the “global affairs” area. As we look to increase the number of our students whoengage in study abroad, this is likely to happen more often.The majority (58%) of the Class of 2010 fulfilled their Group 3 requirement by taking GEO 203,a course in the politics of nature. Twelve students took courses in public affairs to meet thisrequirement.Overall, students adhered to the group requirement well. Only six out of the 115 courses takenby Class of 2010 students to fulfill the requirement required a petition. Knowledge of economicsis crucial for our graduates, so the high percentage of students taking ECN 203 is encouraging. Itis worth examining the selection patterns for Groups 2 and 3 to evaluate whether we shouldchange our advising approach. For example, global climate change touches upon the workinglife of many of our graduates, yet only one student elected to take GEO 315. Another issue forthe Chair is that the 38 students in this sample took a total of 56 courses (168 credit hours) inGeography. With CIE enrollments increasing, CIE students may soon be taking more than 300A-137

credit hours per year of Geography courses. While these are spread across several courses, itmight be a good idea for the CIE Chair to meet with the GEO Chair to discuss scheduling andcapacity issues.Data for the class of 2011 confirm the patterns observed in the class of 2010 (Table F-2). Morethan 80% of the 2011 graduates took at least one Economics course to satisfy the Group 1requirement. There were wider distributions for the other two groups, with GEO 103 (Americaand the Global Environment) and GEO 203 (Society and the Politics of Nature) the mostcommonly used courses in Groups 2 and 3, respectivelyA-138

Table F-1. Course selections of CIE students fulfilling the social science and humanities grouprequirements in the Class of 2010.Group 1 Group 2 Group 3ECN 203: EconomicsIdeas and Issues25GEO 173/273: WorldPolitical Economy13GEO 203: Society andthe Politics of Nature22SOC 101: Introductionto Sociology10GEO 103: America andthe Global Environment10PAF 101: Introductionto the Analysis ofPublic Policy5SOC 102: SocialProblems2GEO 272: WorldCultures5PAF 451:Environmental Policy5ECN 101: IntroductoryMicroeconomics1 P GEO 105: WorldGeography5PSC 305: LegislativeProcess and USCongress3ECN 102: IntroductoryMacroeconomics1 P MAX 123: Critical Issuesfor the U.S.3PAF 475: NationalSecurity Forces/ PublicPolicy2 PGEO 315: GlobalEnvironmental Change1PSC 121: AmericanNational Government& Politics1 PPSC 404: Governmentand Politics in Spain1 PP Course approved by petition – usually deriving from AP credit, transfer credit, ROTCcoursework, or study abroad.A-139

Table F-2. Course selections of CIE students fulfilling the social science and humanities grouprequirements in the Class of 2011.Group 1 Group 2 Group 3ECN 203: EconomicsIdeas and Issues30GEO 103: America andthe Global Environment18GEO 203: Society andthe Politics of Nature17SOC 101: Introductionto Sociology6GEO 173/273: WorldPolitical Economy6PAF 101: Introductionto the Analysis ofPublic Policy10ECN 102: IntroductoryMacroeconomics4 P GEO 272: WorldCultures4GEO 314: HazardousGeographicEnvironments7ECN 101: IntroductoryMicroeconomics1 P MAX 132: GlobalCommunity4PAF 451:Environmental Policy4SOC 102: SocialProblems0GEO 105: WorldGeography3PSC 318: Technology,Politics andEnvironment2GEO 315: GlobalEnvironmental Change2PSC 302:Environmental Politicsand Policy1MAX 123: Critical Issuesfor the U.S.1PSC 305: LegislativeProcess and USCongress0PAF 351: Global SocialProblems1GEO 171: HumanGeographies1 PIRP 300.1: LatinAmerican Politics1 PP Course approved by petition – usually deriving from AP credit, transfer credit, ROTCcoursework, or study abroad.A-140

Signature Attesting to ComplianceBy signing below, I attest to the following:That the Environmental Engineering program has conducted an honest assessment ofcompliance and has provided a complete and accurate disclosure of timely informationregarding compliance with ABET’s Criteria for Accrediting Engineering Programs toinclude the General Criteria and any applicable Program Criteria, and the ABETAccreditation Policy and Procedure Manual.Laura J. SteinbergDean’s Name (As indicated on the RFE)________________________________SignatureJune 28, 2011_______________________Date