CE 3501 -- Changes

Mon Dec 1 12:38:08 2008

Effective Term: New:  1109 - Fall 2010
Old:  1089 - Fall 2008
College: New:  TIOT - Institute of Technology
Old:  TIOT - Technology, Institute of
Department: New:  11101 - Civil Engineering
Old:  11101 - IT Civil Engineering Admin
Faculty
Sponsor Name:
New:  Timothy LaPara
Old:  
Faculty
Sponsor E-mail Address:
New:  lapar001@umn.edu
Old:  
Requirement
this course fulfills:
New:  ENV - ENV The Environment
Old:  C/PE - C/PE Citizenship and Public Ethics Theme
Other requirement
this course fulfills:
New:  
Old:  ENVT - ENVT Environment Theme
Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University�s entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

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Old:
Some specific examples of how these topics are covered throughout the course are given below.  Students write short papers on environmental issues in Minnesota and the United States, thereby investigating an environmental problem and its solutions in detail.  Two papers were written under the quarter system; it is likely that there will be three written under the semester system.  This opens the students' eyes to what can be done by everyone in society to remedy problems like feedlot runoff and air pollution.  Students are encouraged to bring stories from the popular media to class in order to discuss environmental issues that currently impact society.  These news stories were discussed briefly on a daily basis under the quarter system, and will most likely be discussed 1-2 times a week under the semester system.  During winter quarter 1999, a field trip was taken to a construction site that contained a hazardous waste plume.  The legal issues involved in this particular site, with respect to liability, cleanup responsibility, etc., provided a wonderful forum to explore these ideas.  Students were also given descriptions of the Love Canal incident to further promote discussion of liability and responsibility issues.  These discussions centered on industrial and governmental ethics in particular.  Group debate exercises were also used to explore the issues of citizenship, public ethics, and environmental stewardship more fully.  In one debate, questions were given to the students to think about for one week (attached for your information), the class then discussed and at times debated the answers and ideas that were generated.  Students volunteered what they had done in the past (such as applying pesticides when a storm was coming) that they now realized could have negative impacts.  The students also started a debate about the ethics of driving sports utility vehicles and snowmobiles.  During these discussions and debates, the instructor played the role of the moderator and allowed the students to explore ideas as they arose.  All of the questions were aimed at investigating our roles, responsibilities, and ethics in the generation of problems and solutions.  Finally, with the additional time afforded under the semester system, the idea of environmental equity or justice will be introduced in CE 3501.

It is felt that environmental engineering and environmental issues are a particularly suitable topic from which to address citizenship and public ethics, and in this it appears that the requirements for the citizenship and public ethics theme will be met.
Criteria for
Theme Courses:
Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.


New:  CE 3501, “Introduction to Environmental Engineering,” is a core curriculum course in the Civil Engineering Department.  We are seeking re-certification of this class to meet the environmental education theme in the liberal education requirements.  

CE 3501 focuses on the scientific basis of environmental issues and on the role and impact of humans on the environment.  The course addresses mankind’s role in the development of environmental problems such as global climate change, the eutrophication of water-bodies, and the effects of improper hazardous waste disposal (see page 3 of the example syllabus), and also in solutions to these problems.  The dependence of humans on the natural environment and on others for water, food, and shelter is stressed.  For example, disease vectors from polluted waters are discussed to provide examples of how humans rely not only on the earth for water, but also on environmental engineers for water that is clean and pathogen-free.  The dependence of the earth on humans for sustained health is also discussed with respect to species diversity, ecosystem health, and the ability of the earth to continue to support life as we know it. The role that the environmental engineer plays in producing new technologies to prevent environmental damage is also stressed, as the code of ethics for Civil Engineers requires knowledge of sustainable development.

The scientific basis for both the causes and solutions of environmental problems are also discussed in the class.  The topics of physics, chemistry, microbiology, mass balances, and the design of engineered systems based on these principles are covered in the class.  This portion of the class focuses on solving problems and applying scientific principles to the management of the environment and the solution of environmental problems. The regenerative capacity of the biosphere is illustrated with a discussion of, and assignments on, ecology and nutrient and hydrologic cycles. Additionally, it is emphasized that humans are stressing the regenerative capacity of the environment, especially with respect to atmospheric pollution.

Problems sets, exams, and class discussions are used to introduce the questions that an environmental engineer faces in practice, the required skills to solve these problems, and the underlying engineering principles. The history of environmental engineering and its positive role in society and the utility of historical data are presented to show how past experience and knowledge are valuable to current problems and developing new solutions. Environmental codes and regulations (i.e. the Clean Water Act) are discussed as these laws are a written form of cultural expectations regarding the cleanliness of the environment.

Finally, the role of society, government, and economics in environmental issues and environmental engineering is discussed.  The notion that while some solutions may be scientifically feasible while still not providing an economical solution to a problem is an important one.  Furthermore, the very make-up of societies and the role that this plays in environmental issues is an important area.  The rise of industrial nations has contributed to some of the hazardous and solid waste problems, in addition to the water and air pollution problems we now face; nevertheless, it is important to note that modern technology may also enable us to solve some of these problems and it must be shared with other nations to assist them in developing in a more environmentally-benign manner.  As citizens, it is important to be aware of the daily choices that we make that impact the environment, such as purchasing products with more or less packaging, reusing products, or purchasing products that have a longer life, and change our actions accordingly.  These behaviors are linked to the behavior of the society as a whole and changes in these behaviors are driven by societal change as well.  In addition, the political and economic factors that impact greenhouse gas production, air pollution from automobiles, and solid waste production throughout the world are critically examined. Writing assignments are used to explore these concepts (see page 5 of the example syllabus).

This class provides a balanced overview of environmental issues, which weave throughout the entire course.  It therefore appears to meet the requirement of the environmental education theme.  Over 80% of the work in the class is tied to the environmental theme largely through the papers (20% of total grade), exams (44%), homework (28%), and quizzes (8%).  Some portions of the microbiology and environmental chemistry sections might be considered to be general enough not to specifically be “environmental” in nature, although all of the fundamental principles are discussed in the context of the environment.  The interdependence of the environment and mankind, the scientific basis of environmental problems and their solutions, and the role of culture and society in the environment combine to present a full picture of environmental issues and also provide a basis from which further study in the field of environmental engineering can proceed.  


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Provisional
Syllabus:
Please provide a provisional syllabus for new courses and courses in which changes in content and/or description and/or credits are proposed that include the following information: course goals and description; format/structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (texts, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated.

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester.

New:     Syllabus for Introduction to Environmental Engineering CE 3501

Meeting Times and Locations: room 210, Civil Engineering Building, MWF 9:05-9:55 a.m.
Instructor: Dr. Paige Novak; Office: room 148; Phone number: 626-9846; email: novak010@umn.edu
Instructor’s Office Hours: M 10-11 a.m. and Tu 8:30-10 a.m.
Emails will be responded to as soon as possible. You are welcome to drop by my office anytime with questions (when my door is open), just don’t be offended if I send you away if it is not during the scheduled office hours.
T.A.: Sudeshna Ghosh; email: ghos0025@umn.edu
T.A.’s Office Hours: TBA
Required Text: Introduction to Environmental Engineering and Science, 2nd Edition, by Masters; Prentice Hall, 1998.

This course will serve as an introduction to the topic of environmental engineering.  It will provide a basis for further coursework in environmental engineering if desired.  The class will incorporate information about current environmental problems, introduce methods for solving these problems, discuss fundamental principles of environmental chemistry and microbiology, and provide an overview of current environmental engineering practices. The course will use environmental issues to explore the role of government and citizens in developing policy, the inequities between different socio-economic classes at a variety of scales, and the ethical implications of technology.  This class meets the University of Minnesota’s liberal education environment theme through the incorporation of environmental function, problems, and solutions throughout the course.

In this course, CE 3501, you will meet the following ABET Criterion 3 Program Outcomes:
(a)        an ability to apply knowledge of mathematics, science and engineering
(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 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

Grading will be based on the following scale: 100-93 is an A; 92-90 is an A-; 89-87 is a B+; 86-83 is a B; 82-80 is a B-; 79-77 is a C+; 76-73 is a C; 72-70 is a C-; 69-67 is a D+; 66-60 is a D; scores less than a 60 will result in a grade of F.  The instructor reserves the right to scale or curve the grades.

Course grades will be based on the following:
Exams (4):                   60%
        Quizzes (3):        12%
        Homework (7):        28%
       
        Total        100%


Assignments: Homework assignments are to be handed in by 5 p.m. on the day they are due.  If necessary, you can fax them to 626-7750.  If assignments are handed in up to 24 hours late, 25% of the points will be taken off.   Assignments handed in over 24 hours late will not be accepted.
If you think there has been in error in the grading of your assignment, re-grades will be taken up to one week after the assignment is returned, if re-graded, the entire assignment, not just the part in question, will be re-graded.

Papers should be emailed to the TA by 5 p.m. on the day they are due (see full instructions below), and a paper copy should be turned in at the following class session.  

If you must miss a scheduled exam or quiz, notify me prior to that date so we may schedule an alternative date.  Make-ups will only be permitted if prior permission has been given or a documented excused absence has occurred.

Extra Credit: Every student in the class has one opportunity for extra credit. To receive two (2) points added to your final, overall grade, you can bring in a current article (newspaper, magazine) that discusses an issue of local, regional, national, or international environmental importance. You must turn in a one-paragraph summary, and you must briefly present the article (2-3 minutes) to the class. The instructor will then lead a brief discussion of the topic. You may bring in as many articles as you wish, but you may only receive the two points once. Extra credit articles must be brought in by December 7th, and a maximum of 3 people may present articles per day.


Persons with disabilities that require accommodations will be assisted on an individual basis. Please contact Disability Services (626-1333) and the instructor in advance to arrange for such accommodations.

Cheating is not allowed in the course and will not be tolerated.  Anyone found cheating will immediately receive a grade of zero on that assignment.  If such behavior occurs more than once, the student will receive a grade of F in the class.  Plagiarism is considered cheating.  

Harassment and disruptive and disturbing behavior will not be tolerated; students will be asked to leave immediately if such behavior occurs.  Such behavior is defined in the Student Conduct Code.


General Schedule

Subject to changes with respect to topics covered on particular dates.  Tests will cover material covered in class, homework assignments, outside reading, and quizzes.  Quizzes will cover reading material only (from the book or papers given in class) and will be 15 minutes long.  


Wk 1 (wk of 9/7):        Introduction to course. What is Environmental Engineering? The role of technology, population growth and economy. The role of the citizen and engineer with respect to his or her community. Units of measurement.  

Wk 2 (wk of 9/12):        Stoichiometry, balancing reactions. Mass balances. HOMEWORK DUE 9/14.

Wk 3 (wk of 9/19):        Mass balances. Energy balances. QUIZ 9/19.

Wk 4 (wk of 9/26):        Global climate change. Greenhouse gases. Warming Scenarios. Global responsibilities of developed nations. HOMEWORK DUE 9/26.

Wk 5 (wk of 10/3):        Equilibrium, pH, solubility, the carbonate system. EXAM ON 10/3 (MATERIAL THROUGH 9/28).

Wk 6 (wk of 10/10):        Equilibrium, pH, solubility, the carbonate system, continued.
HOMEWORK DUE 10/12. QUIZ 10/14.

Wk 7 (wk of 10/17):                Kinetics. Microbiology.

Wk 8 (wk of 10/24):        Microbiology cont’d. Ecology. Water resources. Role of water in the current political climate. HOMEWORK DUE 10/24.  EXAM ON 10/28 (MATERIAL THROUGH 10/24).

Wk 9 (wk of 10/31):        Water resources cont’d. Water pollutants. HOMEWORK DUE 11/4.

Wk 10 (wk of 11/7):        Water pollutants cont’d. Water treatment. QUIZ 11/11.

Wk 11 (wk of 11/14):        Water and wastewater treatment, continued. HOMEWORK DUE 11/16.

Wk 12 (wk of 11/21):        Air pollution. Global air pollution issues and responsibilities. EXAM ON 11/21 (MATERIAL THROUGH 11/16). NO CLASS 11/25 FOR THANKSGIVING VACATION.

Wk 13 (wk of 11/28):        Hazardous waste. Solid waste.

Wk 14 (wk of 12/5):        Soild waste continued. Risk assessment. Policy development. Environmental justice/socio-economic inequities. HOMEWORK DUE 12/7.

Wk 15 (wk of 12/12):        Ethics discussion. EXAM ON 12/14 (MATERIAL THROUGH 12/12).



Reading Assignments

Wk 1:        3.1-3.4, 1.1-1.2

Wk 2:        2.1-2.2, 1.3

Wk 3:        1.3, 1.4, 2.3

Wk 4:        8.1-8.2, p 463-466, 8.5-8.12

Wk 5:        2.4

Wk 6:        2.4 + handouts

Wk 7:        handouts

Wk 8:        handouts, 5.1-5.2, 5.8, 5.9

Wk 9:        5.1-5.12

Wk 10:        5.1-5.12, 6.1-6.4

Wk 11:        6.1-6.4, 6.5

Wk 12:        7.1-7.7

Wk 13:        6.6, 6.8, 9.1-9.2, 9.4, 9.7-9.10

Wk 14:        9.1-9.2, 9.4, 9.7-9.10, 4.1-4.8

Wk 15:        4.1-4.8




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