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What is the particular niche for the course this needs to be defined in the early stages in
order to establish the market and need for the course. What will be the strength of the
course? Can it build on existing faculty/university strengths? What will set it apart in an
increasingly competitive academic market?
The first issue is one of establishing an appropriate service in a market. The second issue is part
of the IEAust requirements for accreditation of engineering courses, recently revised and
published as a Manual for the Accreditation of Professional Engineering Courses. (IEAust,
November 1997)
All new course designers need to be very clear on the Institutions policy, and the key elements of
the policy. On the Teaching and Learning Environment, the policy requires the following to be in
place:
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The underlying philosophy of every environmental engineering course is that it must address
environmental issues as they relate to professional engineers in all fields of engineering, and it
must address these in every part of the course and at all stages of it. The course must be based
on sustainability, theory and practice: cleaner production, better design, etc. Any one of these
subjects individually will not be sufficient to convert an otherwise single discipline degree into an
environmental degree.
It will be quite appropriate for an environmental engineering degree to specialise in one area of
environmental design and management (for example waste reduction), or to allow students to
choose one or two areas of specialisation (for example water or wastewater, transport,
geotechnical etc). However, completion of the degree must give students general abilities across
environmental issues and an ability to apply environmental management theory.
Type of Engineer to be Developed
The discussion above has indicated the nature and breadth of environmental problems that need
to be addressed and the need for a new type of engineer.
It is essential to produce environmental engineers who address environmental issues in a fully
integrated way, rather than see environmental issues as an add on to the primary concern as may
occur through a traditional single discipline course.
The attributes of a graduate from an environmental engineering course must be consistent with
the philosophy and objectives of the course.
The generic attributes of all graduates from accredited courses are set out in the Institutions
Policy on Accreditation.
Objectives
There are basic course objectives which should be common to all environmental engineering
courses, although they can, and should, be applied according to the overall direction of the
course. These basic objectives are presented in the following table and should lead to specific
skills development, as shown below.
COURSE OBJECTIVES
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6. Develop understanding of
environmental and resource management
systems, including an understanding of
social, political and economic factors.
8. Provide an understanding of
techniques for formulating and
implementing community consultation
programs.
Objectives specific to each particular course also need to be developed. The underpinning
philosophy provides the direction around which particular groupings of subjects could be
developed. There are many specific themes which could be adopted as a particular course
strength and focus:
*
impact assessment;
clean production;
etc
Course Structure
Students need to be given a clear understanding of the career prospects of environmental
engineering. Consideration should be given to a well founded introduction in Year 1. Attention
should be given to the manner in which the course presents the broad picture of environmental
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engineering and how the particular course relates to it (eg. does the course specialise in industrial
waste management, catchment or groundwater contamination etc.)
The course structure must flow from the philosophy, objectives, and type of engineer to be
educated. It is easy to develop a course of excellent subjects focussed around, or based on,
environmental issues or skills, but which does not come together to produce an engineer with
identifiable and marketable skills. It is therefore not satisfactory to simply remove subjects from
existing courses and add others relating to more multidisciplinary topics and call it an
environmental engineering degree. Such actions may well improve the single discipline course
but it will still be the original single discipline course, albeit more environmentally aware.
A sequence of integrative subjects should be apparent in the course. This should help bind the
course together and emphasise the multidisciplinary nature of the course. For example, a
sequence involving communication, environmental management, impact of engineering systems
and environmental design could be developed. Whatever the sequence it should represent the
spine of the course which helps hold everything together and allows the students to bring
together knowledge and skills learnt and developed in other subjects.
There is no single model. The key issue is whether the course has an identifiable and integrated
structure or sequence leading to fulfilment of the objectives. The following issues must be
considered for all courses:
1.
Are engineering skills developed from the beginning so that students can use these as
their basis throughout the course?
In particular, are there sufficient
physical/chemical/biological science, synthesis and design subjects provided for this to be
an identifiable engineering course?
2.
Is there a balance between subjects in the different areas eg. mathematics, environmental
science, environmental technology, engineering, management and communications? Are
there identifiable sequences to the subject areas?
3.
Are there sufficient integrative subjects throughout the course to allow students to draw
together the strands of their own developing knowledge and to be able to apply their
skills in a variety of different fields? This could be achieved through design type subjects,
and/or environmental management or impact subjects.
4.
5.
Are policy analysis and policy making skills developed when the students have sufficient
knowledge and maturity to consider them adequately?
6.
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engineering design and projects. This element should be about 20% of the total course
content;
more of any of the above elements or other elective studies. This could be in the vicinity
of 10% of total course content.
Subjects
It is important to be able to see how each subject relates to the course philosophy and objectives.
Some subjects may basically develop particular tools, for example, mathematics, fluid mechanics,
mass and energy balances etc. However, even these subjects must be focussed towards
environment issues through appropriate use of examples. The attitudes and environmental
awareness of the teaching staff are important in developing the whole "ethos" of the course. For
example, fluid mechanics should be taught in the context of environmental issues and problems,
rather than simply the strict engineering approach given to civil engineers. Social issues should be
presented by a sociologist with an awareness of environmental issues.
There is no overall list of subjects which should be seen as compulsory. However, as with all
engineering degree courses, subjects such as mathematics, statistics, communications, and
management should be seen as essential. In addition, the multidisciplinary nature of
environmental problems should also be reflected in the course. The following subject areas need
to be considered for inclusion:
*
*
*
*
*
*
*
*
*
*
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Exposure to professional engineering practice may also be obtained through a combination of the
following:
Benchmarking
There is an expectation from the Institution of continued improvement. The university must
employ some method of external benchmarking to ensure course material and standards reflect
both practice. This will require frequent review of course content and delivery.
Conclusion
Environmental problems are multidisciplinary and this should be reflected in the course structure
and subjects. The total package of subjects and the intimate crosslinked fit between them is of
paramount importance. Specific course objectives will determine the required mix of subjects.
Environmental engineering degrees should be identifiably different from traditional single
discipline degrees. A civil or chemical engineering degree with some environmental content or
isolated multidisciplinary subjects should not be considered an environmental engineering degree.
Teaching staff and accreditors must be attuned to the need for broader issues of sustainability and
life cycle analysis, in concert with detailed environmental technology.
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