1
MEMORANDUM
TO: Sean Rafferty, Senate Chair
FROM: Havidán Rodríguez, President
DATE: January 13th, 2021
SUBJECT: Senate Bill Approval
I am pleased to approve the following Senate Bill, which was recommended following approval
by the University Senate at its meeting of November 18th, 2020.
Senate Bill 2021-01:
PROPOSAL TO ESTABLISH A NEW MS IN ENVIRONMENTAL AND SUSTAINABLE
ENGINEERING
Approved: ______________________________
Havidán Rodríguez, President
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Senate Bill 2021-01
UNIVERSITY SENATE
UNIVERSITY AT ALBANY
STATE UNIVERSITY OF NEW YORK
Introduced by:
Graduate Academic Council
University Policy and Planning Council
Date: January 12th, 2021
Proposal to Establish a New MS in Environmental and Sustainable Engineering.
IT IS HEREBY PROPOSED THAT THE FOLLOWING BE ADOPTED:
1. That the University Senate approves the attached Program proposal as submitted by the College of
Engineering and Applied Sciences, to the Graduate Academic Council and the Undergraduate Policy and
Planning Council
2. That this takes effect for the Spring 2021 semester.
3. That this proposal be forwarded to President Havidán Rodríguez for approval.
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New Program Proposal: Graduate
Degree Program Form 2B
Version 2016-10-13
This form should be used to seek SUNY’s approval and New York State Education Department’s (SED) registration
of a proposed new academic program leading to master’s or doctoral degree. Approval and registration are both
required before a proposed program can be promoted or advertised, or can enroll students. The campus Chief
Executive or Chief Academic Officer should send a signed cover letter and this completed form (unless a different
form applies1), which should include appended items that may be required for Sections 1 through 6, 9 and 10 and
MPA-1 of this form, to the SUNY Provost at program.review@suny.edu. The completed form and appended items
should be sent as a single, continuously paginated document.2 If Sections 7 and 8 of this form apply, External
Evaluation Reports and a single Institutional Response should also be sent, but in a separate electronic document.
Guidance on academic program planning is available here.
Table of Contents
NOTE: Please update this Table of Contents automatically after the form has been completed. To do this, put
the cursor anywhere over the Table of Contents, right click, and, on the pop-up menus, select “Update Field” and
then “Update Page Numbers Only.” The last item in the Table of Contents is the List of Appended and/or
Accompanying Items, but the actual appended items should continue the pagination.
Section 1. General Information ............................................................................................................................................... 2
Section 2. Program Information .............................................................................................................................................. 4
2.1. Program Format .................................................................................................................................................. 4
2.2. Related Degree Program ..................................................................................................................................... 4
2.3. Program Description, Purposes and Planning ..................................................................................................... 4
2.4. Admissions.......................................................................................................................................................... 6
2.5. Academic and Other Support Services ............................................................................................................... 6
2.6. Prior Learning Assessment ................................................................................................................................. 6
2.7. Program Assessment and Improvement.............................................................................................................. 6
Section 3. Program Schedule and Curriculum ....................................................................................................................... 6
Section 4. Faculty................................................................................................................................................................. 10
Section 5. Financial Resources and Instructional Facilities ................................................................................................. 11
Section 6. Library Resources ............................................................................................................................................... 11
Section 7. External Evaluation............................................................................................................................................. 12
Section 8. Institutional Response to External Evaluator Reports......................................................................................... 12
Section 9. SUNY Undergraduate Transfer........................................................................................................................... 12
Section 10. Application for Distance Education .................................................................................................................. 12
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization ............................................................. 12
1Use a different form if the proposed new program will lead to a graduate degree or any credit-bearing
certificate; be a combination of existing registered programs (i.e. for a multi-award or multi-institution
program); be a breakout of a registered track or option in an existing registered program; or lead to
certification as a classroom teacher, school or district leader, or pupil personnel services professional
(e.g., school counselor).
2This email address limits attachments to 25 MB. If a file with the proposal and appended materials exceeds
that limit, it should be emailed in parts.
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List of Appended Items ......................................................................................................................................................... 13
Section 1. General Information
a)
Institutional
Information
Date of Proposal:
Institution’s 6-digit SED Code: 210500
Institution’s Name: University at Albany
Address: 1400 Washington Ave., Albany, 12222
Dept of Labor/Regent’s Region: Capital Region
b)
Program
Locations
List each campus where the entire program will be offered (with each institutional or branch campus
6-digit SED Code): 210500
List the name and address of off-campus locations (i.e., extension sites or extension centers) where
courses will offered, or check here [
] if not applicable:
c) Proposed
Program
Information
Program Title: Environmental and Sustainable Engineering
Award(s) (e.g., M.A., Ph.D.): MS
Number of Required Credits: Minimum [30 ] If tracks or options, largest minimum [
]
Proposed HEGIS Code: 0922
Proposed 6-digit CIP 2010 Code: 14.1401
If the program will be accredited, list the accrediting agency and expected date of accreditation:
If applicable, list the SED professional licensure title(s)3 to which the program leads:
d)
Campus
Contact
Name and title: Kevin Williams, Vice Provost and Dean of Graduate Studies
Telephone: 518-956-8035
E-mail: kwilliams@albany.edu
e)
Chief Executive
or Chief
Academic
Officer
Approval
Signature affirms that the proposal has met all applicable campus administrative and shared
governance procedures for consultation, and the institution’s commitment to support the
proposed program.
E-signatures are acceptable.
Name and title: Carol Kim, Senior Vice President for Academic Affairs and Provost
Signature and date:
If the program will be registered jointly4 with one or more other institutions, provide the following
information for each institution:
Partner institution’s name and 6-digit SED Code:
Name, title, and signature of partner institution’s CEO (or append a signed letter indicating approval of
this proposal):
3 If the proposed program leads to a professional license, a specialized form for the specific profession may
need to accompany this proposal.
4 If the partner institution is non-degree-granting, see SED’s CEO Memo 94-04.
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Attestation and Assurances
On behalf of the institution, I hereby attest to the following:
That all educational activities offered as part of this proposed curriculum are aligned with the institutions’
goals and objectives and meet all statutory and regulatory requirements, including but not limited to Parts 50, 52, 53
and 54 of the Rules of the Board of Regents and the following specific requirements:
That credit for study in the proposed program will be granted consistent with the requirements in
§50.1(o).
That, consistent with §52.1(b)(3), a reviewing system has been devised to estimate the success of students
and faculty in achieving the goals and objectives of the program, including the use of data to inform program
improvements.5
That, consistent with §52.2(a), the institution possesses the financial resources necessary to accomplish its
mission and the purposes of each registered program, provides classrooms and other necessary facilities and
equipment as described in §52.2(a)(2) and (3), sufficient for the programs dependent on their use, and provides
libraries and library resources and maintains collections sufficient to support the institution and each registered
curriculum as provided in §52.2(a)(4), including for the program proposed in this application.
That, consistent with 52.2(b), the information provided in this application demonstrates that the institution
is in compliance with the requirements of §52.2(b), relating to faculty.
That all curriculum and courses are offered and all credits are awarded, consistent with the requirements of
§52.2(c).
That admissions decisions are made consistent with the requirements of §52.2(d)(1) and (2) of the
Regulations of the Commissioner of Education.
That, consistent with §52.2(e) of the Regulations of the Commissioner of Education: overall educational
policy and its implementation are the responsibility of the institution’s faculty and academic officers, that the
institution establishes, publishes and enforces explicit policies as required by
§52.2(e)(3), that academic policies applicable to each course as required by §52.2(e)(4), including learning
objectives and methods of assessing student achievement, are made explicit by the instructor
at the beginning of each term; that the institution provides academic advice to students as required by
§52.2(e)(5), that the institution maintains and provides student records as required by §52.2(e)(6).
That, consistent with §52.2(f)(2) of the Regulations of the Commissioner of Education, the institution
provides adequate academic support services and that all educational activities offered as part of a registered
curriculum meet the requirements established by state, the Rules of the Board of Regents and Part 52 of the
Commissioner’s regulations.
CHIEF ADMINISTRATIVE or ACADEMIC OFFICER/ PROVOST
Signature
Date
Type or print the name and title of signatory
Phone Number
Carol Kim, Senior Vice President for Academic Affairs and Provost
518.956.8030
5 The NY State Education Department reserves the right to request this data at any time and to use such data
as part of its evaluation of future program registration applications submitted by the institution.
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Section 2. Program Information
2.1. Program Format
Check all SED-defined formats, mode and other program features that apply to the entire program.
a) Format(s): [×]Day [ ]Evening
[ ]Weekend
[ ]Evening/Weekend
[ ]Not Full-Time
b) Modes: [×]Standard [ ]Independent Study [ ]External [ ]Accelerated [ ]Distance Education
NOTE: If the program is designed to enable students to complete 50% or more of the course requirements
through distance education, check Distance Education, see Section 10, and append a Distance Education
Format Proposal.
c) Other: [ ] Bilingual [ ] Language Other Than English [ ] Upper Division [ ] Cooperative [ ] 4.5 year [ ] 5
year
2.2. Related Degree Program
NOTE: This section is not applicable to a program leading to a graduate degree.
2.3. Program Description, Purposes and Planning
a) What is the description of the program as it will appear in the institution’s catalog?
Environmental and Sustainable Engineering (ESE) is a discipline that builds on knowledge, discovery, and
information from mathematics and basic sciences to solve critical environmental problems at the local,
national, and global scales. The MS ESE program aims to prepare a highly skilled workforce with advanced
knowledge to embark on the mission of protecting human health and the environment. This workforce will
be equipped with deep understanding of the ESE field and state-of-the-art technologies and tools through
well-designed coursework and research. The research component of the MS ESE program focuses on four
concentration areas: 1) water and wastewater; 2) air quality; 3) human health and the environment; and 4)
sustainability engineering.
b) What are the program’s educational and, if appropriate, career objectives, and the program’s primary student
learning outcomes (SLOs)? NOTE: SLOs are defined by the Middle States Commission on Higher Education
in the Characteristics of Excellence in Higher Education (2006) as “clearly articulated written statements,
expressed in observable terms, of key learning outcomes: the knowledge, skills and competencies that students
are expected to exhibit upon completion of the program.”
Program Educational Objectives
1. Breadth. Graduates will be able to contribute technically to solving broad environmental problems
by applying fundamental scientific concepts and sound engineering principles.
2. Depth. Graduates are highly knowledgeable and skilled in their chosen field of interest.
3. Teamwork. Graduates will be able to work collaboratively with people from different background
to solve critical environmental problems through sustainable approaches.
4. Professionalism. Graduates will maintain high professional and ethical standards and stand out as
examples for their peers.
5. Lifelong Learning. Graduates will excel in their chosen profession through lifelong learning and
become leaders in their professional service.
Student Learning Outcomes (SLOs)
The SLOs below are based on ABET defined student outcomes for BS programs. The differences are
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underlined.
1. an ability to identify, formulate, and solve complex engineering problems by applying principles of
engineering, science, and mathematics
2. an ability to apply engineering design to produce creative solutions that meet specified needs with
consideration of public health, safety, and welfare, as well as global, cultural, social, environmental,
and economic factors
3. an ability to communicate orally and in writing effectively with a range of audiences
4. an ability to recognize ethical and professional responsibilities in engineering situations and make
informed judgments, which must consider the impact of engineering solutions in global, economic,
environmental, and societal contexts
5. an ability to function effectively on a team whose members together provide leadership, create a
collaborative and inclusive environment, establish goals, plan tasks, and meet objectives
6. an ability to propose transformative ideas and develop and conduct appropriate experimentation,
analyze and interpret data, use engineering judgment to draw conclusions and present findings in
professional settings.
7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.
b) How does the program relate to the institution’s and SUNY’s mission and strategic goals and priorities?
What is the program’s importance to the institution, and its relationship to existing and/or projected programs
and its expected impact on them? As applicable, how does the program reflect diversity and/or international
perspectives? For doctoral programs, what is this program’s potential to achieve national and/or international
prominence and distinction?
UAlbany has launched a bold initiative to build a fully featured, research-intensive engineering school, the
College of Engineering and Applied Sciences (CEAS). We have BS, MS, and PhD programs already
running in both Computer Science and in Electrical and Computer Engineering. The Department of
Environmental and Sustainable Engineering has been established with an initial complement of faculty and
a chair, the BS in Environmental and Sustainable Engineering was approved by NY State Education
Department this April and is formally launched this fall. The first ESE courses are running.
The next step toward our goal of a fully featured, research-intensive CEAS is the development of graduate
programs in ESE, of which this is one (the PhD program is being developed and advanced in parallel). ESE
will become the next in a set of CEAS departments that conduct world-class scholarship funded by
extramural research grants, and offer rigorous undergraduate and graduate curricula. UAlbany’s goals
align with those of the other SUNY campus centers, focusing on high impact research and high quality
undergraduate and graduate engineering education.
Our vision for the ESE MS program aligns seamlessly with the strategic plan of UAlbany 2018-2023,
Authoring Our Success, which rests on five priorities: (1) student success, (2) research excellence, (3)
diversity and inclusion, (4) internationalization, and (5) engagement and service. In addition, the ESE MS
program fits perfectly into SUNY’s system-wide strategic plan. Specifically, this program will directly,
and significantly, enhance two of the six big ideas: A Healthier New York, and An Energy-Smart New
York.
The MS ESE program builds on other undergraduate and graduate programs that the institution offers. For
example, the BS program in ESE, approved by SED in April, includes many courses that are prerequisites
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for the MS ESE program. Furthermore, there is a significant opportunity to benefit from the existing
educational structure. The UAlbany departments of Atmospheric and Environmental Sciences and
Environmental Health and Safety already offer courses that form important prerequisites and components
for both the undergraduate and graduate ESE programs. These courses, plus related topics such as
probability and statistics, water resources planning, and remote sensing already offered by the University
are essential to the development of a strong theoretical basis for studies in ESE at the graduate level.
The MS ESE program will produce engineers with advanced skills and technical depth for immediate
impact in the workforce, while giving interested students the opportunity to explore research and/or to
acquire deeper knowledge in a specific area. In addition, the program as designed provides a clear pathway
to the PhD ESE program that is also in development. From the standpoint of research, the MS ESE
program will allow faculty members to conduct research with early-stage graduate students who may
potentially develop into PhD students. The MS ESE program, therefore, represents an essential step as we
build a full range of graduate teaching and research options within the College’s engineering disciplines.
The ESE MS program seeks to educate and prepare engineers from diverse backgrounds. Compared to
other engineering disciplines, ESE is the only one that has reached gender parity. In 2014-2015, 49.7% of
BS degrees were awarded to female students. This percentage is much higher than the 19.9% for all
engineering disciplines (https://www.asee.org/papers-and-publications/publications/college-
rofiles/15EngineeringbytheNumbersPart1.pdf). Some of these female students will continue to get their
MS degrees. In addition, international students have been a major source of graduate students to
engineering programs. ESE is no exception. Therefore, the ESE MS program will significantly enhance
diversity and international perspectives at UAlbany.
c) How were faculty involved in the program’s design? Describe input by external partners, if any (e.g.,
employers and institutions offering further education?
The ESE faculty has been meeting monthly since September 2018 to design the MS program. The
curriculum portion of the program considers the teaching expertise and strength of individual ESE faculty
members, courses offered by other departments at UAlbany, the program’s learning outcomes and program
educational objectives, and curricula offered at our peer institutions. The required credit hours are
consistent with other programs within CEAS. The designated research concentration areas take into
consideration of three factors: 1) faculty members’ research strengths and interests; 2) the collective
research capability on campus; and 3) critical needs of NY state in terms of environmental protection and
sustainability. We are familiar with UAlbany’s research capability through dialogues with on-campus
researchers and tours of research facilities. The critical needs of the state were identified based on
conversations with NY Department of Environmental Conservation, Department of Health, and local
environmental professionals.
d) How did input, if any, from external partners (e.g., educational institutions and employers) or standards
influence the program’s design? If the program is designed to meet specialized accreditation or other external
standards, such as the educational requirements in Commissioner’s Regulations for the profession, append a
side-by-side chart to show how the program’s components meet those external standards. If SED’s Office of
the Professions requires a specialized form for the profession to which the proposed program leads, append a
completed form at the end of this document.
The program’s design is influenced by recommendations given by two external evaluators for the BS ESE
program. These two evaluators are: Dr. Ben Stuart, Professor, P.E., Senior Associate Dean, Batten College
of Engineering and Technology, Old Dominion University, and Dr. Allison MacKay, Professor and Chair,
Department of Civil, Environmental and Geodetic Engineering, The Ohio State University.
The Faculty also considered and utilized guidelines in the general criteria for master’s level and integrated
baccalaureate-master’s level engineering programs described in the “2019-2020 Criteria for Accrediting
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Engineering Programs” document from the Engineering Accreditation Commission of ABET.
e) Enter anticipated enrollments for Years 1 through 5 in the table below. How were they determined,
and what assumptions were used? What contingencies exist if anticipated enrollments are not
achieved?
The anticipated enrollment in the table below is based on a typical ratio of MS students per faculty
member in a research active ESE department such as ours, although it is set a little low initially to
allow for our high proportion of junior faculty to establish themselves and the need to promote the
program. It is also consistent with typical graduate-undergraduate proportions for an ESE
department in a public research university, scaling off our anticipated undergraduate enrollments.
For full-time enrollment, in addition to students from elsewhere, such as out of NY state and
international, graduates of the BS in ESE and Atmospheric and Environmental Science are
candidates for the MS Degree in ESE. Besides those at UAlbany, we have received multiple
requests regarding when the MS ESE program will be started. These calls are from local
professionals who have a BS degree but desire a MS in ESE. These practicing professionals will be
a main source of part-time students. The numbers we show in the table are highly conservative.
Once the public is aware of the existence of our MS ESE, we expect both full-time and part-time
enrollment will be higher than our prediction at this stage.
We do realize that taking classes during day time is difficult for part-time MS students. Our plan is
to work with their schedules and give them flexibility in course taking. We may choose to offer
evening classes or use on-line platforms. What exactly we will do will depend on the part-time
student population we will have.
To build enrollments, we will advertise our program aggressively both regionally and nationally. In
addition, in view of the fact that most full-time MS students are international, we will work with the
Center for International Education and Global Strategy to initiate and develop collaborations with
regard to student exchange and joint programs with institutions overseas. More importantly, we
truly believe that if the program is excellent, talented students will be attracted to it. Thus, ESE
faculty will work hard to establish our reputation by bringing in research grants, publishing in high
impact journals and presenting research at conferences at various levels. It will take time to build a
reputable Ph.D. program. But we are confident that success will come if we take the right approach
and keep pushing hard all the time.
Year
Anticipated Headcount Enrollment
Estimated
FTE
Full-time
Part-time
Total
1
8
3
11
10
2
10
5
15
12
3
15
7
22
18
4
20
9
29
24
5
25
10
35
30
f) Outline all curricular requirements for the proposed program, including prerequisite, core, specialization
(track, concentration), internship, capstone, and any other relevant component requirements, but do not
list each General Education course.
The course work for each area of concentration consists of a set of required core courses, a set of
elective courses in the areas of water and wastewater, air quality, health and the environment and
sustainability engineering and elective courses related to the four areas but offered by other units on
campus. The core courses will be taught by ESE faculty and the electives by ESE faculty and those in
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other departments. Additionally, the MS program offers both Thesis and Non-Thesis options. The
credits distribution is shown below. Specifically, non-thesis option students are required to take one of
the designated ESE Project Courses or do a 3 credit Master’s Project as a culminating experience. In
the Project Courses, students investigate state-of-the-art technologies and topics in an area within ESE
through the study of current publications, student class presentations, and a major project. For Master’s
Project, students will work with their advisors to identify research topics and submit final reports for
completion.
Topic
Credit Requirement
Depth – ESE core courses for all concentration areas
12
Breadth – ESE electives/Math/Biology/Chemistry/
Environmental Health
6
Any other
3
Thesis
9 ( minimum)
Total for M.S. ESE with Thesis Option
30
Topic
Credit Requirement
Depth – ESE core courses for all concentration areas
12
Breadth – ESE
electives/Math/Biology/Chemistry/Environmental Health
15
Project Course or Master’s Project
3
Total for M.S. ESE with Non-Thesis Option
30
Irrespective of the option chosen, students must submit an advisor-approved MS plan of study to the
ESE program coordinator by the end of the first semester.
For students who enter the MS program after having completed their BS at UAlbany, the credits earned
from shared resources courses, such as ESE 411/511 will not be counted toward their MS degree.
These students would need to take the courses from the ESE elective list to satisfy the program
requirement.
For students entering the MS program without engineering degrees, but from quantitative science
backgrounds such as chemistry, physics, meteorology, etc., they would need to take at least three (3)
400-level ESE courses specifically related to their research projects (for thesis option) or chosen
concentration areas (non-thesis option). A grade of B or above for each course is required in order to
be fully admitted to the MS program.
For students entering the MS program without engineering degrees, but from less quantitative
backgrounds such as biology, public health etc., they would need to take at least two (2) 300 level ESE
courses and at least three (3) 400-level ESE courses specifically related to their research projects (for
thesis option) or chosen concentration areas (non-thesis option). A grade of B or above for each course
is required in order to be fully admitted to the MS program.
See Appendix A for the table of curriculum courses for the M.S. ESE program.
h) Program Impact on SUNY and New York State
h)(1) Need: What is the need for the proposed program in terms of the clientele it will serve and the educational
and/or economic needs of the area and New York State? How was need determined? Why are similar
programs, if any, not meeting the need?
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Apart from the BS in Environmental and Sustainable Engineering, BS, MS and Ph.D. in Electrical and
Computer Engineering at UAlbany and BS, MS and Ph.D. in Nanoscale Engineering at SUNY Polytechnic
Institute, engineering degrees in the Capital Region are available only at private institutions (RPI and Union),
with annual tuition alone approximating $50,000. Students who cannot afford private tuition are forced to
leave the area to access a public education in engineering. Many of those students will never return to our
region, causing a regional drain of talent and expertise. Moreover, there is simply no way those two private
institutions can meet the growing demand for engineers at all degree levels in the region. This program will
provide access to an affordable graduate environmental and sustainable engineering degree in the Capital
Region. By increasing the number of well-educated engineers with advanced degrees in the region, this
program will increase the pool of candidates for research and advanced technology leadership and
management positions in local industry. The research undertaken as part of this graduate program will lead
to new discoveries, raise the national and international profile of the University, bring in substantial
extramural resources, and foster the creation of new businesses through technical entrepreneurship. Most of
this growth can be expected to occur locally, bringing the notion of “Tech Valley” to greater fruition.
The National Academy of Engineering’s Grand Challenges for the 21st Century outline a set of broad,
overarching problems of societal significance that will determine a large part of the engineering research and
development agenda for the coming decades. Among the 14 Grand Challenges are six that relate to
environmental quality and sustainability, including in built environments:
•
Economical solar energy
•
Energy from fusion
•
Carbon sequestration
•
Managing the nitrogen cycle
•
Universal access to clean water
•
Restored urban infrastructure (more than just roads, includes environmental sensing, smart
cities, and intelligent transportation and highway systems)
These are the problems that today’s engineering students will be called on to solve over a 30-40 year career
arc; all will require advances across multiple engineering disciplines. These are difficult problems that
demand interdisciplinary solutions and a large, highly educated, professional, technical workforce.
University at Albany, with its fully featured College of Engineering and Applied Sciences, will address
exactly that type of workforce need for today and tomorrow, including a well-educated workforce at the MS
level who can bring forth innovative, creative and revolutionary solutions. Specific to the state of New York
(NY), the need for Environmental Engineers with an MS degree is great as the state faces grave challenges in
cleaning up Superfund sites, upgrading or retrofitting facilities for treating wastewater and transitioning to
renewable energy. This program will produce graduates prepared to address these challenges and others that
will emerge over time. Collectively, climate change and other forms of environmental degradation that
underpin the Grand Challenge problems above present, arguably, the most significant threats to human health
and well-being in the history of mankind. They are, in a very realistic sense, existential threats to life on Earth
as we know it. The growing public recognition of these conditions can be expected to drive increased
demand for graduates of this program from both the student side (push) and the employer side (pull),
including from industry and government agencies and laboratories.
The availability of graduate programs in the department will realize a number of benefits and address a
number of concerns:
•
The department’s visibility and reputation will be enhanced, and its academic ranking will be
improved. This will, in turn, attract a stronger group of students from across the Region and beyond,
and make all of our graduates (at all degree levels) more attractive in the marketplace.
•
Only with active, research-based graduate programs will we be able to attract and retain the best
faculty to serve all our students, including undergraduates.
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•
Graduate students are the lifeblood of any university’s research portfolio. Without a strong graduate
program, to attract strong graduate students, faculty efforts to secure extramural research funding
from the National Science Foundation, EPA, DOE, DOD, and other Federal agencies, and the
benefits that accrue from those funds, will be seriously impaired – or worse.
•
The research to be undertaken by the faculty and students in this program will address problems of
societal significance in water and air resources, energy and environment, food security, and – owing
to the program’s focus on sustainability – national security and defense, and more. Demand for
highly qualified engineers in these areas continues to grow.
Graduates from this program will be prepared to enter a number of different career paths. The NYS DOL
Employment Projections for the occupation titles expected to attract most of our graduates are given on the
following pages. In reading the tables, there are some caveats to be aware of:
•
First, the program we propose, Environmental and Sustainable Engineering, is rare (perhaps unique)
in the United States, and truly unique in SUNY and New York State. Therefore, there is no precise
SOC code, or set of codes, corresponding to the range of career paths that will be open to graduates
of this program. The additional emphasis on sustainability from a design standpoint, including
interior engineered environments, opens a much broader set of career options as our students will
graduate with a correspondingly wider set of technical, design, and analytical skills.
•
It is also important to note that the data presented in these tables are for BS level engineering
positions (the only data available); engineers with Masters degrees will command greater starting
salaries, and will generally see a more rewarding career path owing to the greater range of research
and engineering management opportunities available to them.
•
Generally speaking, for environmental and civil engineering (civil being the “ancestral discipline” for
environmental engineering), the MS degree is the typical first terminal degree and the most common
entry point to the professional workforce. Using the demand for BS-degreed environmental
engineers, and their starting salaries, as proxies to estimate demand for MS-degreed engineers, as we
are forced to do here, will inevitably lead to the underestimations of both. Moreover, simply
replacing the large numbers of engineers now entering retirement will create substantial, sustained
demand. This phenomenon is being observed across nearly all engineering disciplines.
•
Finally, and as mentioned above, the increased public awareness of the threat posed by human-
induced climate change and the rising pressure from the public to “do something about it before it’s
too late” will drive increased interest in this program from both students and prospective employers.
The United States graduates relatively few students, proportionally, in the STEM disciplines as compared to
our global economic competitors. Those economies with a greater proportion of engineers in the workforce
do better economically; our developing competitors recognize this and are working hard to catch up. Dean
Boyer studied this phenomenon as a Jefferson Science Fellow at the US Department of State, where he
served as a Senior Science Advisor to Dr. Thomas Shannon, then Assistant Secretary of State for Western
Hemisphere Affairs. A scatter plot of national per-capita engineers and scientists versus GDP per capita
reveals a very high correlation. This is also true at a regional scale, as can be seen by considering, for
example, the California Bay Area, greater Boston, and the NC Research Triangle; this program will help to
position Tech Valley among that group. Once an economy moves beyond manufacturing, the only sustainable
driver of economic growth is innovation. Engineers are the professional innovators who build the national
(and regional) wealth; graduate-degreed engineers are the leaders among those innovators.
Explanation of the superscripts in the following NYS DOL employment projections:
13
1Occupational codes are based on the SOC 2010 coding structure. Detailed information regarding the
structure can be found at - http://www.bls.gov/soc/
2 Employment and wage data by occupation are based on the Occupational Employment Statistics (OES)
survey, which collects information from approximately 52,000 businesses. Data were collected in 2012,
2013, 2014 and 2015 and then updated to the first quarter of 2016 by making cost-of-living adjustments.
These estimated wages reflect a minimum wage of $9.00 per hour, which was the minimum wage in
effect at the time the estimates were prepared. Occupational employment and wages technical
documentation is found at http://labor.ny.gov/stats/lstechoes.shtm.
3 Entry wage: The mean (average) of the bottom third of wages in an occupation.
4 Experienced wage: The mean (average) of the top two-thirds of wages in an occupation.
New York State Department of Labor
Statewide Long-Term Occupational Employment Projections, 2014-2024
(Bachelor’s Degree)
SOC
Code1
Title
Employment
Change
Annual Average Openings
2014
2024
Net
Percen
t
Total
Growth
Replaceme
nt
17-2081
Environmental
Engineers
3,430
4,140
710
20.7%
168
71
97
SOC
Code1
Title
Annual Wages ($) - 20162
Mean
Median
Entry3
Experienced4
17-2081
Environmental
Engineers
$91,530
$89,160
$63,090
$105,750
New York State Department of Labor
Capital Region Long-Term Occupational Employment Projections, 2012-2022
(Bachelor’s Degree)
SOC
Code1
Title
Employment
Change
Annual Average Openings
2012
2022
Net
Percent Total Growth Replacement
17-2081
Environmental
Engineers
570
600
30
5.3%
10
0
10
SOC
Code1
Title
Annual Wages ($) - 20162
Mean
Median
Entry3
Experienced4
17-2081
Environmental
Engineers
$88,060
$88,980
$63,750
$100,220
14
h)(2)
Employment: For programs designed to prepare graduates for immediate employment, use the table below
to list potential employers of graduates that have requested establishment of the program and state their
specific number of positions needed. If letters from employers support the program, they may be appended
at the end of this form.
Employer
Need: Projected positions
In initial year
In fifth year
Employment opportunities for environmental engineering graduates with advanced degrees are not readily
available. As noted, in the tables above we use the projections for graduates with BS degrees as a proxy for
these data. Because the professional practice in both civil and environmental engineering has been steadily
migrating toward the MS as the first terminal degree (in other words, the first entry point to professional
practice), we believe these numbers may actually underestimate the demand for graduates with MS degrees.
h)(3)
Similar Programs: Use the table below to list similar programs at other institutions, public and
independent, in the service area, region and state, as appropriate. Expand the table as needed. NOTE:
Detailed program-level information for SUNY institutions is available in the Academic Program
Enterprise System (APES) or Academic Program Dashboards. Institutional research and information
security officers at your campus should be able to help provide access to these password-protected sites.
For non-SUNY programs, program titles and degree information – but no enrollment data – is available
from SED’ s I nve nt ory of Regist er ed Programs .
Institution
Program Title
Degree
Enrollment
University at Buffalo
Environmental and Water Resources
Engineering
MS
10
College of Environmental
Science and Forestry
Environmental Resources Engineering
MS
0
Rensselaer Polytechnic
Institute
Environmental Engineering
MS/ME
7*
Clarkson University
Environmental Science and Engineering
MS
1*
Manhattan College
Environmental Engineering
MS
22*
New York University
Environmental Engineering
MS
17*
Syracuse University
Environmental Engineering/ Science
MS
9*
Cornell University
Environmental Engineering
ME
0*
Columbia University
Earth and Environmental Engineering
MS
28*
*: Enrollment numbers are not available. The numbers shown above are awards conferred in 2017-2018.
(National Center for Education Statistics).
15
h)(4)
Collaboration: Did this program’s design benefit from consultation with other SUNY campuses? If
so, what was that consultation and its result?
Similar programs offered by other SUNY campuses were reviewed and considered when drafting the
proposed MS ESE program.
h)(5)
Concerns or Objections: If concerns and/or objections were raised by other SUNY campuses, how
were they resolved?
There were no concerns and/or objections raised by other SUNY campuses during the required
comment period for this degree.
2.4. Admissions
a) What are all admission requirements for students in this program? Please note those that differ from the
institution’s minimum admissions requirements and explain why they differ.
Program Admission Requirements
1) In addition to the general University requirements, applicants are expected to have an ABET accredited BS
degree in Environmental Engineering. Applicants from other areas will be considered on a case by case basis.
The MS ESE program admission policies and procedures will verify and enforce the requirement that each
entering student to the program has completed a set of post-secondary educational and professional experiences
which satisfy student attainment outcomes defined in Criterion 3 of the general ABET Engineering
Accreditation Commission (EAC) criteria for baccalaureate level engineering programs, and Criterion 6 for
curriculum requirements. (https://www.abet.org/accreditation/accreditation-criteria/criteria-for-accrediting-
engineering-programs-2019-2020/#2). If the student has graduated from an EAC of ABET - accredited
baccalaureate program, the presumption is that both criteria have been satisfied.
2) Prospective students should specify their career goals and research interests in the Statement of Purpose.
3) All international applicants are required to submit the results of TOEFL or IELTS, and meet the university’s
minimum requirement. Applicants who submit official transcripts showing the successful completion of at least
4 full-time semesters within a 4-year frame time (B or better average not including English language preparatory
programs) at a college or university in countries where English is the official language can have the English
Language Proficiency score waived. Waiver is subject to evaluation of the institution by the Graduate School.
Departments may require higher scores for departmental consideration.
4) All applicants are required to submit GRE scores. Even though the Graduate School at UAlbany does not set
an admission standard for GRE, the ESE MS program will seek to admit those with high GRE scores, especially
high scores for the quantitative reasoning portion.
b) What is the process for evaluating exceptions to those requirements?
Requests for exceptions to the general University at Albany admission policies listed above in item 3)
should be directed in writing to the Graduate Admissions Committee. Requests for exceptions to the MS
ESE specific requirement in item 1) and 4) above, should be directed in writing to the Department Chair of
ESE. Each request will be assessed by the review committee of each office and a response with information
on compliance requirements will be sent to the applicant.
c) How will the institution encourage enrollment in this program by persons from groups historically
16
underrepresented in the institution, discipline or occupation?
For Environmental Engineering, women are not underrepresented. In 2014-2015, 49.7% of BS degrees
were awarded to female students. This percentage is much higher than the 19.9% for all engineering
disciplines (https://www.asee.org/papers-and-publications/publications/college-
profiles/15EngineeringbytheNumbersPart1.pdf). Although representation from women in general is not a
concern for this program, enrollment of students of color is. This can be evidenced from the number of
faculty of color in Environmental Engineering. For example, the percentage of African-American
Tenured/Tenure-Track Faculty in Environmental Engineering is 1.2%, lower than the average of 2.5% for
all disciplines. For Hispanics, the percentage is 3.1%, lower than the average of 3.9%. For Asian
Americans, the percentage is 10.4%, much lower than 26.9% in average.
University at Albany is a minority serving institution with approximately 40% of students belonging to
historically underrepresented racial/ethnic groups and we expect that the Environmental and Sustainable
Engineering major will represent a similar breakdown. To increase enrollment of students from historically
underrepresented groups, we are taking a three-front approach: (1) K-12 school outreach to stimulate
students’ interest and build their confidence toward STEM, (2) sending our students to professional
conferences, such as the annual conference of Society of Women Engineers, the National Society of Black
Engineers, the Society of Hispanic Professional Engineers, and the biennial Research and Education
Conference organized by the Association of Environmental Engineering and Science Professors (AEESP)
to improve the retention of women and minorities in engineering, and (3) faculty role models through
aggressive recruitment of a diverse faculty. The College of Environmental and Applied Sciences has been
very successful to date in recruiting faculty from a diverse background, particularly with respect to gender,
and is actively working to develop resources through philanthropy for targeted endowments and to support
our K-12 school outreach and undergraduate retention initiatives. In addition, we will work with the
Science & Technology Entry Program at UAlbany to provide research experience within Environmental
and Sustainable Engineering to 7th and 10th graders in summer. For students who are on campus already,
we will collaborate with the Collegiate Science and Technology Entry Program (CSTEP) to retain them by
providing academic enrichment activities. All of these outreaches to K-12 and BS students are to create a
recruitment pipeline for underrepresented minorities to enter and stay in the MS ESE program.
d) What is the expected student body in terms of geographic origins (i.e., same county, same Regents Region,
New York State, and out-of-state); academic origins; proportions of women and minority group members;
and students for whom English is a second language?
In preparing the budget projections, we used the data from the other University centers, Buffalo, Stony
Brook and Binghamton.
The ratio of Undergraduate/Graduate enrollment is between 2.0 and 3.8. Among undergraduates,
approximately 4.8% are out of state. For graduates, this number is around 70.2%.
Same to other engineering programs across the nation, more than half of the students in engineering
graduate programs come from abroad, and include a higher proportion of women than undergraduate
programs dominated by domestic students. Because the UAlbany student population includes
approximately 40% underrepresented minorities, we are optimistic that we can do better than the
national norms in attracting highly qualified American women and underrepresented minority students to
the program. In addition, this program was designed to include engaged learning activities which have
been shown to attract non-traditional students into the field. Women and minority students will be
courted through admissions events, campus activities and connections with professional organizations,
such as the local chapter of the Air and Waste Management Association.
With these in mind, we anticipate the following:
o approximately 30% of our MS student body will comprise underrepresented minorities
17
o approximately 45% of our MS student body will be women
o approximately 65% of the MS student body will be those for whom English is a second language.
2.5. Academic and Other Support Services
a) Summarize the academic advising and support services available to help students succeed in the program.
To ensure student success, a Graduate Program Director will be appointed and will oversee the graduate
program and students. The role of this Graduate Program Director is to 1) supervise and coordinate the
administration and governance of graduate studies within the graduate program for which he or she is
responsible; 2) Serve as the liaison to the departmental faculty-at large and all administrative offices at the
University at Albany; 3) Provide written criteria to each student, upon entry, of what constitutes acceptable
progress through the program and the grounds for the student’s termination from it; 4) Receive, arrange for the
review of, and monitor the progress of student applications and petitions; 5) Orient and counsel graduate
students with respect to program and degree requirements until a permanent adviser is selected and assist in that
selection as necessary; 6) Identify areas of deficiency for students entering and make course recommendations to
ensure a successful transition to the graduate program; and 7) Work with the Graduate Dean and the Office of
Graduate Education to comply with all University requirements for the master’s degree.
b) Describe types, amounts and sources of student financial support anticipated. Indicate the proportion of the
student body receiving each type of support, including those receiving no support.
It is important to note that the vast majority of master’s students will self-support. The others may be funded
by research grants or serve as teaching assistants (TAs) and funded by the department. The expected
distributions will be as follows:
•
65% self-funded (or funded by their employers)
•
20% on research grants
•
15% TAs
•
No (negligible) fellowships
2.6. Prior Learning Assessment
If this program will grant credit based on Prior Learning Assessment, describe the methods of evaluating the learning
and the maximum number of credits allowed, or check here [X ] if not applicable.
2.7. Program Assessment and Improvement
Describe how this program’s achievement of its objectives will be assessed, in accordance with SUNY policy,
including the date of the program’s initial assessment and the length (in years) of the assessment cycle. Explain plans
for assessing achievement of students learning outcomes during the program and success after completion of the
program. Append at the end of this form, a plan or curriculum map showing the courses in which the program’s
educational and, if appropriate, career objectives – from Item 2.3(b) of this form – will be taught and assessed.
NOTE: The University Faculty Senate’s Guide for the Evaluation of Undergraduate Programs is a helpful reference.
The program’s educational objectives and student outcomes have been defined in accordance with accreditation
requirements of the ABET Engineering and Accreditation Commission criteria for master’s level degree programs.
The M.S. ESE faculty will prepare and follow program assessment processes and criteria as defined by ABET for
Masters of Science in engineering program described in: https://www.abet.org/accreditation/accreditation-
criteria/criteria-for-accrediting-engineering-programs-2019-2020/#2.
ABET accreditation is for all bachelor’s degrees in engineering. For master’s programs, it is an option. Following
18
graduation of the first class of the M.S. ESE program, ESE faculty will meet to review the results of their
assessment plan and data, discuss and decide the need and merits for proceeding with a formal accreditation of the
program by ABET.
Section 3. Program Schedule and Curriculum
Complete the SUNY Graduate Program Schedule to show how a typical student may progress through the
program. This is the registered curriculum, so please be precise. Enter required courses where applicable, and
enter generic course types for electives or options. Either complete the blank Schedule that appears in this section,
or complete an Excel equivalent that computes all sums for you, found here. Rows for terms that are not required
can be deleted.
NOTES: The Graduate Schedule must include all curriculum requirements and demonstrate that expectations from
in Regulation 52.2 http://www.highered.nysed.gov/ocue/lrp/rules.htm are met.
Special Cases for the Program Schedules:
For a program with multiple tracks, or with multiple schedule options (such as full-time and part-time options),
use one Program Schedule for each track or schedule option. Note that licensure qualifying and non-licensure
qualifying
options cannot be tracks; they must be separate programs.
When this form is used for a multi-award and/or multi-institution program that is not based entirely on
existing programs, use the schedule to show how a sample student can complete the proposed program.
NOTE: Form 3A, Changes to an Existing Program, should be used for new multi-award and/or multi-
institution programs that are based entirely on existing programs. SUNY policy governs the awarding of
two degrees at the same level.
a) If the program will be offered through a nontraditional schedule (i.e., not on a semester calendar), what is the
schedule and how does it impact financial aid eligibility? NOTE: Consult with your campus financial aid
administrator for information about nontraditional schedules and financial aid eligibility.
b) For each existing course that is part of the proposed graduate program, append a catalog description at the end of
this document.
c) For each new course in the graduate program, append a syllabus at the end of this document. NOTE: Syllabi for
all courses should be available upon request. Each syllabus should show that all work for credit is graduate level
and of the appropriate rigor. Syllabi generally include a course description, prerequisites and corequisites, the
number of lecture and/or other contact hours per week, credits allocated (consistent with SUNY policy on
credit/contact hours), general course requirements, and expected student learning outcomes.
d) If the program requires external instruction, such as clinical or field experience, agency placement, an internship,
fieldwork, or cooperative education, append a completed External Instruction form at the end of this document.
Please see Appendix B for example graduate program schedules.
19
SUNY Graduate Program Schedule (OPTION: You can insert an Excel version of this schedule AFTER this line, and delete the rest of this page.)
Program/Track Title and Award:
a) Indicate academic calendar type: [ ] Semester [ ] Quarter [ ] Trimester [ ] Other (describe):
b) Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
c) Use the table to show how a typical student may progress through the program; copy/expand the table as needed.
d) Complete the last row to show program totals and comprehensive, culminating elements. Complete all columns that apply to a course.
Term 1:
Term 2:
Course Number & Title
Credits New Co/Prerequisites
Course Number & Title
Credits New Co/Prerequisites
Term credit
Term credit
Term 3:
Term 4:
Course Number & Title
Credits New Co/Prerequisites
Course Number & Title
Credits New Co/Prerequisites
Term credit
Term credit
Term 5:
Term 6:
Course Number & Title
Credits New Co/Prerequisites
Course Number & Title
Credits New Co/Prerequisites
Term credit
Term credit
Term 7:
Term 8:
Course Number & Title
Credits New Co/Prerequisites
Course Number & Title
Credits New Co/Prerequisites)
Term credit
Term credit
Program Total:
Total
Credits:
Identify the required comprehensive, culminating element(s), such as a thesis or examination,
including course number(s), if applicable:
New: X if new course
Prerequisite(s): list prerequisite(s) for the listed courses
20
Section 4. Faculty
a) Complete the SUNY Faculty Table on the next page to describe current faculty and to-be-hired (TBH) faculty.
b) Append at the end of this document position descriptions or announcements for each to-be-hired faculty member.
NOTE: CVs for all faculty should be available upon request. Faculty CVs should include rank and employment status,
educational and employment background, professional affiliations and activities, important awards and recognition,
publications (noting refereed journal articles), and brief descriptions of research and other externally funded projects. New
York State’s requirements for faculty qualifications are in in Regulation 52.2 http://www.highered.nysed.gov/ocue/lrp/rules.htm
c) What is the institution’s definition of “full-time” faculty?
A full time faculty member is one who holds an appointment with a 100% time commitment.
21
SUNY Faculty Table
Provide information on current and prospective faculty members (identifying those at off-campus locations) who will be expected to teach any course in the
graduate program. Expand the table as needed. Use a separate Faculty Table for each institution if the program is a multi-institution program.
(a)
(b)
(c)
(d)
(e)
(f)
Faculty Member
Name and
Title/Rank
(Include and
identify
Program
Director with an
asterisk.)
% of
Time
Dedicated
to This
Program
Program Courses Which May
Be Taught (Number and Title)
Highest and Other
Applicable Earned
Degrees (include
College and
University)
Discipline(s) of
Highest and Other
Applicable Earned
Degrees
Additional Qualifications:
List related certifications,
licenses and professional
experience in field.
PART 1. Full-
Time Faculty
Yanna Liang,
Professor and
Chair
20%
ESE 411/511: Water and
Wastewater Treatment; ESE
412/512: Advanced Wastewater
Eng. ESE 515 Biological
Treatment Processes; ESE
471/571 Hazardous Waste
Management; ESE 502
Bioprocess Engineering
Ph.D. Utah State
University
Environmental
Engineering
P.E., BCEE; > 27 years in
the field of Environmental
Engineering, government
experience, ABET program
evaluator, > 64 peer-
reviewed papers and book
chapters, > 81 conference
presentations
MS Utah State
University
Environmental
Engineering
BE, Suzhou Institute
of Science and
Technology
Environmental
Engineering
Kyoung-Yeol
Kim, Assistant
Professor
20%
ESE 411/511: Water and
Wastewater Treatment; ESE
412/512: Advanced Wastewater
Eng. ESE 515 Biological
Treatment Processes; ESE
471/571 Hazardous Waste
Management; ESE 502
Bioprocess Engineering
Ph.D. Gwangju
Institute of Science
and Technology
(GIST), South Korea
Environmental
Engineering
Over four years of
postdoctoral experience in
Environmental
Engineering, > 42 peer
reviewed papers.
MS, Gwangju
Institute of Science
and Technology
Environmental
Engineering
BS, Kyungpook
National University
Environmental
Engineering
20%
ESE 431/531: Air pollution
control; ESE 533 Sustainable Air
Ph.D. University of
Stuttgart, Germany
Environmental
Engineering
PE, Over nine years
postdoctoral experience in
22
MD. Aynul Bari,
Assistant
Professor
Pollution Manag; ESE 535
Indoor Air Quality and Control
MS, University of
Stuttgart
Environmental
Engineering
this field; > 41 peer-
reviewed papers and
conference presentations.
BS, Bangladesh
University of
Engineering and
Technology
Civil Engineering
Rixiang Huang,
Assistant
Professor
20%
ESE 471/571 Hazardous Waste
Management; ESE 501 Environ.
Phys./chem. Processes; ESE 505
Theory/instrumentation for
Environ. Analysis.
Ph.D. Baylor
University
Geology
Over five years
postdoctoral experience in
this field; > 31 peer-
reviewed papers.
MS, Chinese
Academy of Sciences
Environmental
Engineering
BE, Harbin Institute
of Technology
Environmental
Engineering
Yaoze Liu,
Assistant
Professor
20%
ESE 451/551 Water Resource
Eng.; ESE 552 Nonpoint Source
Pollution Eng.; ESE 555 Comp.
Models for Watershed
Hydrology
Ph.D., Purdue
University
Agricultural and
Biological
Engineering
Over three years
postdoctoral experience in
this field; >35 peer-
reviewed papers.
MS, China
Agricultural
University
Hydraulic Engineering
BS, China
Agricultural
University
Irrigation and
Drainage Engineering
Paul Millard,
Professor of
Practice
10%
ESE 502 Bioprocess Engineering
Ph.D. University of
Maryland
Microbiology
Over 41 peer-reviewed
publications, > 35 years of
experience in academia at
various institutions.
MS, University of
Maine
Microbiology
BS, Southampton
College
Marine
Science/Biology
23
Section 5. Financial Resources and Instructional Facilities
a) What is the resource plan for ensuring the success of the proposed program over time? Summarize the
instructional facilities and equipment committed to ensure the success of the program. Please explain new
and/or reallocated resources over the first five years for operations, including faculty and other personnel,
the library, equipment, laboratories, and supplies. Also include resources for capital projects and other
expenses.
•
Faculty: Sufficient faculty are already here to launch the program. We do expect to grow the faculty
over time, but these are not program-specific costs. The same faculty will teach in both the
undergraduate and graduate programs offered by the Department.
•
Staff: The existing Department and/or College staff (Administrative Manager, Secretary, Financial
Manager, Student Advisor) are sufficient to support this program.
•
Space (including wet labs): Suitable space exists on the uptown campus. UAlbany has assigned a
total of 6,625 ft2 lab space to ESE faculty in the Biology building. Among the total, 2,285 ft2 are
currently in use and the rest is being renovated and will be ready by summer of 2019. MS students
choosing the thesis option will conduct research in these facilities. When the ETEC building opens in
2021, laboratory space in the basement totaling 5,040 ft2 will be assigned to the department. Eight
faculty offices, an office for supporting staff, a copy room, Chair’s suite, a break room, storage room
and a core facility of 2,000 ft2 will be on the first floor. Three more faculty offices adjacent to the ESE
section are available for future hires.
•
Instructional facilities: The proposed MS ESE program will use teaching facilities (classrooms and
labs) located on the uptown campus.
•
Equipment: Laboratory equipment needed for teaching is already budgeted (or in place) in support of
the BS program; no new teaching equipment is required specific to this program. Research laboratory
equipment will be acquired through a mixture of faculty startup packages (already in place) and
extramural research grants.
•
Administrative Costs: No additional administrative costs are anticipated.
•
Student Recruiting Expenses: Apart from nominal expenses associated with open houses, these
expenses are expected to be minimal. In engineering, graduate student recruiting primarily occurs via
the department website and those of the individual faculty in the student’s area of interest.
•
Financial Assistance: We expect most MS students to be self-funded. Beyond that, student support
will come in three forms: (1) Fellowships, funded through philanthropy and therefore not a program
expense; (2) Research Assistantships, funded through extramural research funding and therefore not a
program expense; (3) Teaching Assistantships (TAs), funded by the Dean of Graduate Studies
(Provost’s Office) and therefore may be considered, in part, to be a program expense. Most TAs will
be doctoral students, but some could go to exceptionally promising MS students interested in
remaining for doctoral studies. We will request one new teaching assistantships from the Dean of
Graduate Studies at a total annual cost of roughly $34,000 (assuming the TA is out of state). This TA
support is essential to delivering the undergraduate program, and as seed funding to recruit new
students, who should migrate to research funding within a year.
•
Library: The Library subscribes to the relevant journals from major publishers; this need was
addressed in support of the undergraduate program. These acquisitions support multiple programs
offered (and to be offered) by the College and other units, and are therefore not program-specific.
They suffice to support the ESE graduate program. We have consulted with the Library staff, and will
continue to do so to identify and respond to future needs that may arise as the program grows and
matures.
•
Software: No specialized software licenses are anticipated at this time.
b) Complete the five-year SUNY Program Expenses Table, below, consistent with the resource plan
summary. Enter the anticipated academic years in the top row of this table. List all resources that will be
engaged specifically as a result of the proposed program (e.g., a new faculty position or additional library
resources). If they represent a continuing cost, new resources for a given year should be included in the
subsequent year(s), with adjustments for inflation or negotiated compensation. Include explanatory notes
as needed.
24
SUNY Program Expenses Table
PROGRAM EXPENSES
CATEGORIES
Expenses (in dollars)
Prior to
Implementa
tion
Academic
Year 1
Academic
Year 2
Academic
Year 3
Academic
Year 4
Academic
Year 5
(a) Personnel (including faculty
and all others
(b) Library
(c) Equipment/Furniture
$ -
$
-
$ -
$ - $ -
(d) Laboratory Supplies and
Equipment
$
-
$ - $ -
(e) Supplies, Search Expenses
and Department Set-up
$
-
$ - $ -
(f) Capital Expenses
(g) Student Stipends or
scholarships
$34,000
$34,000
$34,000
$34,000
$34,000
(h) Other (specify): College of
Arts and Sciences Costs
Sum of Rows Above
$34,000
$34,000
$34,000
$34,000
$34,000
Section 6. Library Resources
a)
Summarize the analysis of library collection resources and needs for this program by the collection
librarian and program faculty. Include an assessment of existing library resources and accessibility to
those resources for students enrolled in the program in all formats, including the institution’s
implementation of SUNY Connect, the SUNY-wide electronic library program.
The University Libraries collect, house, and provide access to all types of published materials in support of
the research and teaching of the schools, colleges, and academic departments of the University. This brief
evaluation considers those key portions of the libraries’ collections and services that would support graduate
degrees in Environmental and Sustainable Science.
Library Collections
The University Libraries are among the top 115 research libraries in the country and support a number of
degree programs in the sciences, as well as those of Geography and Planning, Public Health, and Public
Policy and Management. The University Library, the Science Library, and the Dewey Graduate Library
contain more than two million volumes and over 2.9 million microforms. The Libraries provide access to
more than 97,000 online journals and over 340,000 online books. Whenever possible, current subscriptions
are available online. Additionally, the Libraries serve as a selective depository for U.S. Government
publications and house collections of software and media.
The Science Library, which opened in September 1999, occupies 61,124 square feet on four floors. The
25
Science Library serves the entire University at Albany community, but contains collections supporting the
departments of Atmospheric and Environmental Sciences, Biological Sciences, Chemistry, Computer Science,
Mathematics and Statistics, Physics, and Psychology, as well as the College of Engineering & Applied
Sciences and the School of Public Health. Approximately 600,000 volumes in the science and technology
subject areas (Q-TP of the Library of Congress classification scheme) are housed in this library. Online
resources (journals, databases, e-books, digital libraries) are available on and off campus, all hours of the day
to members of the University at Albany community.
Databases and Digital Collections
The University Libraries currently subscribe to a number of important databases and digital collections for
Environmental and Sustainable Engineering. Web of Science is an important cross-disciplinary database
which is very strong in the sciences. EBSCO Academic Search Complete is another cross-disciplinary
database which is good for locating articles on environmental issues. Google Scholar is another cross-
disciplinary database which should be useful in locating journal articles on this topic.
Databases addressing aspects of Environmental and Sustainable Engineering are:
-AGRICOLA
-Applied Science and Technology Source
-BIOSIS Citation Index
-Chemical Abstracts on SciFinder
-Energy & Power Source
-Energy Citations Database
-Environment Complete
-GeoRef
-GreenFILE
-INSPEC
-Meteorological & Geoastrophysical Abstracts (MGA)
-MEDLINE
-NTIS – National Technical Reports Library
-TOXNET
Important digital journal collections provided by the University Libraries include ScienceDirect and the
American Chemical Society Online Journals (1879+). GeoScienceWorld offers a number of journals in
environmental geoscience. The SPIE Digital Library offers a large number of important remote sensing
proceedings.
At this time, no new databases are recommended.
Journals
The University Libraries subscribe to a large number of journals (more than 97,000 titles), and almost all
current content is available online. To assess the journals collection for these new graduate degrees, the
University Libraries collection was compared to a list of important scholarly journals provided by the Chair of
the Department of Environmental & Sustainable Engineering. This study found that the University Libraries
provide online access (through subscription or ScienceDirect) to 29 of 38 (76%) journals listed.
These titles are:
-Annual Review of Environment and Resources
-Bioresource Technology
26
-Applied Energy
-Fuel
-International Journal of Hydrogen Energy
-Renewable and Sustainable Energy Reviews
-Renewable Energy
-Energy & Environment
-Ecology
-Environmental Science & Technology
-Applied and Environmental Microbiology
-Langmuir
-Environmental Research
-Aquatic Toxicology
-Atmospheric Environment
-Chemosphere
-Environment International
-Environmental pollution
-Journal of Hydrology
-Science of the Total Environment
-Water Research
-Environmental Management
-Environmental Modelling & Software
-Journal of the Air & Waste Management Association
-Environmental Research Letters
-ACS Nano
-Atmospheric Pollution Research
-Nature Communications
-Green Chemistry Letters and Reviews
A further 5 of 38 (13%) journals offer partial access (the current year is embargoed, although earlier volumes
are available). These journal titles are: Nanotoxicology, Environmental Earth Sciences, Water, Air & Soil
Pollution, Water Resources Management and Frontiers in Ecology and the Environment.
To provide access to these journal titles would cost $23,672.00.
Only 4 of the 38 (11%) journals are not available at all through the University Libraries. To provide access
would cost $22,048.00. They are:
- Advanced Energy Materials $12,940.00
- Energy and Environmental Science $2,345.00
- Environmental Science: Processes & Impacts $2,892.00
- Green Chemistry $3,871.00
Books
Books serve as a resource for graduate students. For the Environmental and Sustainable Engineering program,
there will be some overlap between books purchased to support programs in Atmospheric and Environmental
Sciences, Biology, Public Health, General Science and Public Policy, as well as a proposed B.S. in
Interdisciplinary Studies with a concentration in Environmental Sciences.
We are recommending an annual budget of $22,500.00 to purchase 150 books at an average cost of $150.00
each, to support this program.
27
Reference Collection
The reference collection of the University Libraries currently houses resources that would support an
Environmental and Sustainable Engineering program. Some of the resources are available in the Science
Library or University Library, and some are available online.
There are a number of reference books related to aspects of environmental science, including these titles:
Atlas of Climate Change, University of California Press, 2011.
Climate Change: an Encyclopedia of Science and History, ABC-CLIO, 2013.
Dictionary of Ecology, Oxford University Press, 2010.
Dictionary of Energy, Elsevier, 2015.
Dictionary of Environment and Conservation, 2nd ed., Oxford University Press, 2013.
Encyclopedia of Atmospheric Sciences, Academic Press, 2015.
Encyclopedia of Climate and Weather, Oxford University Press, 2011.
Encyclopedia of Energy, Salem Press, 2013.
Encyclopedia of Environmental Issues, Salem Press, 2011.
Encyclopedia of Global Warming, Salem Press, 2016.
Encyclopedia of Global Warming & Climate Change, SAGE, 2008.
Encyclopedia of Pollution, Facts on File, 2011.
Environmental Encyclopedia, Cengange Learning, 2011.
Facts on File Dictionary of Environmental Science, 3rd ed., Facts on File, 2007.
Green Issues and Debates: an A-to-Z Guide, Sage Publications, 2011.
Keywords for Environmental Studies, New York University Press, 2016.
Oxford Companion to Global Change, Oxford University Press, 2009.
Water Encyclopedia, 2rd ed., Lewis Publishers, 1990.
If additional reference resources are needed, the Subject Librarian for Science Reference should be able to
acquire them by firm order.
It is recommended that $5,000.00 be added to the annual Science Library reference budget to purchase new
reference resources for environmental engineering each year.
Standards
Engineers depend on industrial standards for their work. Currently, the University Libraries rely on the New
York State Library for standards, which has a large collection along with related publications. The Websites
of several organizations provide free standards searching capabilities. No resources are recommended at this
time. As the program grows, the University Libraries may need to revisit the acquisition of standards related
to Environmental and Sustainable Engineering, if the need exists. A purchase on demand model may be the
best way to address these needs.
Government Documents
Government publications are important for environmental research. The University Libraries serve as a
selective government document depository for federal publications. Also, a large number of government
documents are available online, and can be located using a search tool like Google.
Interlibrary Loan and Delivery Services
28
The University Libraries' Interlibrary Loan (ILL) Department borrows books and microforms, and obtains
digital copies of journal articles and other materials not owned by the Libraries from sources locally,
statewide, nationally, and internationally. ILL services are available at no cost to the user for faculty, staff,
and students currently enrolled at the University at Albany. Users can manage their requests through the use
of ILLiad, the University Libraries’ automated interlibrary loan system, which is available through a Web
interface at https://illiad.albany.edu/.
The University Libraries also provide delivery services for books and articles housed in any of the three
libraries. Books can be delivered to one of the libraries or, for faculty, to departmental addresses. Articles are
scanned and delivered electronically via email. The Libraries also provide free delivery services to the home
addresses of online learners and people with disabilities. Delivery services are managed through ILLiad as
well.
Summary
Many resources purchased for atmospheric science and other science/technology subjects will support an
Environmental and Sustainable Engineering program. However, additional resources will be needed. Those
are:
---Journals for Environmental and Sustainable Engineering (annual) -- $45,720.00
---Books and other resources – (annual) -- $22,500
---Reference resources (annual) -- $5,000.00
b)
Describe the institution’s response to identified collection needs and its plan for library development.
All recommended library resources have been included in the program budget.
29
Section 7. External Evaluation
SUNY and SED require external evaluation of all proposed graduate degree programs. List below all SUNY-
approved evaluators who conducted evaluations (adding rows as needed), and append at the end of this
document each original, signed External Evaluation Report. NOTE: To select external evaluators, a campus
sends 3-5 proposed evaluators’ names, titles and CVs to the assigned SUNY Program Reviewer, expresses its
preferences and requests approval.
Evaluator #1 Evaluator #2
Name: Ben Stuart Name: Charles N. Haas
Title: Interim Dean Title: Professor and Head
Institution: Old Dominion University Institution: Drexel University
Section 8. Institutional Response to External Evaluator Reports
Append at the end of this document a single Institutional Response to all External Evaluation Reports.
Section 9. SUNY Undergraduate Transfer
NOTE: SUNY Undergraduate Transfer policy does not apply to graduate programs.
Section 10. Application for Distance Education
a) Does the program’s design enable students to complete 50% or more of the course requirements through
distance education? [× ] No [ ] Yes. If yes, append a completed SUNY Distance Education Format
Proposal at the end of this proposal to apply for the program to be registered for the distance education
format.
b) Does the program’s design enable students to complete 100% of the course requirements through distance
education? [× ] No [ ] Yes
Section MPA-1. Need for Master Plan Amendment and/or Degree Authorization
a) Based on guidance on Master Plan Amendments, please indicate if this proposal requires a Master Plan
Amendment.
[ × ] No [ ] Yes, a completed Master Plan Amendment Form is appended at the end of this proposal.
b) Based on SUNY Guidance on Degree Authorizations (below), please indicate if this proposal requires
degree authorization.
[ ] No [× ] Yes, once the program is approved by the SUNY Provost, the campus will work with its
Campus Reviewer to draft a resolution that the SUNY Chancellor will recommend to the SUNY Board of
Trustees.
SUNY Guidance on Degree Authorization. Degree authorization is required when a proposed program
will lead to a new degree (e.g., B.F.A., M.P.H.) at an existing level of study (i.e., associate, baccalaureate,
first-professional, master’s, and doctoral) in an existing disciplinary area at an institution. Disciplinary
areas are defined by the New York State Taxonomy of Academic Programs. Degree authorization requires
approval by the SUNY Provost, the SUNY Board of Trustees and the Board of Regents.
30
List of Appended Items
Appended Items: Materials required in selected items in Sections 1 through 10 and MPA-1 of this form
should be appended after this page, with continued pagination. In the first column of the chart below, please
number the appended items, and append them in number order.
Number
Appended Items
Reference Items
For multi-institution programs, a letter of approval from partner
institution(s)
Section 1, Item (e)
For programs leading to professional licensure, a side-by-side chart
showing how the program’s components meet the requirements of
specialized accreditation, Commissioner’s Regulations for the
Profession, or other applicable external standards
Section 2.3, Item (e)
For programs leading to licensure in selected professions for which
the SED Office of Professions (OP) requires a specialized form, a
completed version of that form
Section 2.3, Item (e)
OPTIONAL: For programs leading directly to employment, letters of
support from employers, if available
Section 2, Item 2.3 (h)(2)
For all programs, a plan or curriculum map showing the courses in
which the program’s educational and (if appropriate) career objectives
will be taught and assessed
Section 2, Item 7
For all programs, a catalog description for each existing course that is
part of the proposed graduate major program
Section 3, Item (b)
For all programs with new courses, syllabi for all new courses in a
proposed graduate program
Section 3, Item (c)
For programs requiring external instruction, a completed External
Instruction Form and documentation required on that form
Section 3, Item (d)
For programs that will depend on new faculty, position descriptions or
announcements for faculty to-be-hired
Section 4, Item (b)
For all programs, original, signed External Evaluation Reports from
SUNY-approved evaluators
Section 7
For all programs, a single Institutional Response to External
Evaluators’ Reports
Section 8
For programs designed to enable students to complete at least 50% of
the course requirements at a distance, a Distance Education Format
Proposal
Section 10
For programs requiring an MPA, a Master Plan Amendment form
Section MPA-1
List of appendices
31
Appendix A: Table of curriculum courses for the MS ESE program
Appendix B: Examples of graduate program schedule.
Appendix C: A plan or curriculum map showing the courses in which the program’s educational objectives will be
taught and assessed.
Appendix D: Catalogue descriptions of existing courses that are part of the proposed MS program.
Appendix E: Syllabi for newly proposed courses.
Appendix A: Table of curriculum courses for the M.S. ESE program. Red colors: shared resources courses;
Green color: core courses. For shared resources courses, the undergraduate versions cannot be taken for
graduate credit.
Proposed course titles
Concentration Area
32
Credit
hours
Water
and
wastewat
er
Air
quality
monitorin
g and
control
Human
health and
the
environme
nt
Sustainabilit
y
engineering
ESE 411/511 Water/wastewater Treatment
3
×
×
×
ESE 412/512 Advanced Wastewater Eng.
3
×
×
×
ESE 501 Environ. Phys./chem. Processes
3
×
×
×
×
ESE 451/551 Water Resource Eng.
3
×
ESE 505 Theory/instrumentation for Environ.
Analysis
3
×
×
ESE 515 Biological Treatment Processes
3
×
×
×
×
ESE 552 Nonpoint Source Pollution Eng.
3
×
×
×
×
ESE 555 Comp. Models for Watershed Hydrology
3
×
ESE 471/571 Hazardous Waste Management
3
×
×
×
GOG 534 Water Resources Planning
3
×
ESE 431/531 Air pollution control
3
×
×
×
ESE 533 Sustainable Air Pollution Manag.
3
×
×
×
×
ESE 535 Indoor Air Quality and Control
3
×
×
×
ESE 502 Bioprocess Engineering
3
x
x
x
AATM 515 Aerosol Physics
3
×
AATM 514 Air Pollution Meteorology
3
×
AATM 561 Applied Data Analysis in
Atmospheric and Environmental Science
3
×
AATM 506 Environmental Geochemistry
3
×
×
STA 558 Methods of Data Analysis I
3
×
×
×
×
STA 559 (Mat 559) Methods of Data Analysis II
3
×
×
×
×
HEHS 520 (ESE 520) Prin. Environmental
Chemistry
3
×
×
HEHS 525 Environ Chemical Analysis
3
×
×
HEHS 530 Principles of Toxicology
3
×
HEHS 590 Intro to Environmental Health
3
×
HEHS 665 Risk Assessment
3
×
HEHS 607 Global Environmental Health Policy
3
×
EPI 501 Principles and Methods of Epidemiology
3
×
GOG 504 Energy, Environment, and Climate
Change
3
×
×
×
HEHS 560 (ESE 560) Sustainability, Green
Design and Public Health
3
×
×
×
AATM 530 Renewable Energy Issues
3
×
Pad 548 Environmental Policy
4
×
×
×
×
Pad 534 (Pln 535) Environmental Restoration &
Brownfields Redevelopment
3-4
×
×
Pad 575 Understanding Energy Policy and
Climate Change: A Federal, State and Local
Government Perspective
4
×
×
Pad 635 Health, Safety and Environmental
Regulation
4
×
×
33
Pad 666 (Pos 666/Int 513) Global Environment:
Politics and Policy
4
×
×
×
×
Pad 667 (Pos 667) Politics of Environmental
Regulation
4
×
×
×
×
Seminar
3
×
×
×
×
ESE 697 Independent study and research
1-3
Non-Thesis or Thesis Track
ESE 699 MS Thesis
3-6
Thesis track
Appendix B-1: Example of graduate program schedule for MS with thesis option in the water and wastewater
concentration area.
Appendix B-2: Example of graduate program schedule for MS non-thesis option in the water and wastewater
concentration area.
Campus Name
Program/Track Title and Award
Semester
Quarter
Trimester
Other
Calendar Type
×
(Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
Term 1:
Term 2:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X)
Co/Prerequisites
ESE 412/512 Advanced Wastewater Eng. (Breadth)
3
x
ESE 411/511 Water/wastewater
Treatment
ESE 533 Sustainable Air Pollution Manag. (Core)
3
x
ESE 451/551 Water Resource Eng. (Breadth)
3
x
ESE 351 Fluid Mechanics
ESE 501 Environ. Phys./chem. Processes (Core)
3
x
Elective (Breadth)
3
Thesis
3
Term credit total:
9.0
Term credit total:
9.0
Term 3:
Term 4:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X)
Co/Prerequisites
ESE 515 Biological Treatment Processes (Core)
3
x
ESE 411/511 Water/wastewater
Treatment
ESE 552 Nonpoint Source Pollution Eng. (Core)
3
x
ESE 451/551 Water Resources
Engineering
Thesis 3
3
Thesis
3
Term credit total:
6.0
Term credit total:
6.0
Term 5:
Term 6:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X)
Co/Prerequisites
Term credit total:
0.0
Term credit total:
0.0
Term 7:
Term 8:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X)
Co/Prerequisites
Term credit total:
0.0
Term credit total:
0.0
Program Total:
30.0
Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if applicable:
SUNY Graduate Sample Program Schedule
University at Albany
Environmental and Sustainable Engineering
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable. New: X if a new course. Co/Prerequisite(s): list prerequisite(s) for the noted
34
Campus Name
Program/Track Title and Award
Semester
Quarter
Trimester
Other
Calendar Type
×
(Label each term in sequence, consistent with the institution’s academic calendar (e.g., Fall 1, Spring 1, Fall 2)
Term 1:
Term 2:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X)
Co/Prerequisites
ESE 412/512 Advanced Wastewater Eng. (Breadth)
3
x
ESE 411/511 Water/wastewater
Treatment
ESE 533 Sustainable Air Pollution Manag. (Core)
3
x
ESE 451/551 Water Resource Eng. (Breadth)
3
x
ESE 351 Fluid Mechanics
ESE 501 Environ. Phys./chem. Processes (Core)
3
x
Elective (Breadth)
3
ESE Elective (Breadth)
3
Term credit total:
9.0
Term credit total:
9.0
Term 3:
Term 4:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X)
Co/Prerequisites
ESE 515 Biological Treatment Processes (Core)
3
x
ESE 411/511 Water/wastewater
Treatment
ESE 552 Nonpoint Source Pollution Eng. (Core)
3
x
ESE 451/551 Water Resources
Engineering
ESE Elective (Breadth)
3
Master's Project
3
Term credit total:
6.0
Term credit total:
6.0
Term 5:
Term 6:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X)
Co/Prerequisites
Term credit total:
0.0
Term credit total:
0.0
Term 7:
Term 8:
Course Number & Title
Credits
New (X)
Co/Prerequisites
Course Number & Title
Credits
New (X)
Co/Prerequisites
Term credit total:
0.0
Term credit total:
0.0
Program Total:
30.0
Identify the required comprehensive, culminating element(s), such as a thesis or examination, including course number(s), if applicable:
SUNY Graduate Sample Program Schedule
University at Albany
Environmental and Sustainable Engineering
Use the table to show how a typical student may progress through the program. Check all columns that apply to a course or enter credits where applicable. New: X if a new course. Co/Prerequisite(s): list prerequisite(s) for the noted courses.
Appendix C: A plan or curriculum map showing the courses in which the program’s educational objectives
will be taught and assessed.
Proposed course titles
Project educational objectives
Breadth: contribute
technically to
solving broad
environmental
problems
Depth: highly
knowledgeable
and skilled in
their chosen
field of interest.
Teamwork:
work
collaboratively
with people
from different
background
Professionalism:
maintain high
professional and
ethical standards
Lifelong
Learning: excel
in their chosen
profession
through lifelong
learning
ESE 411/511 Water/wastewater Treatment
×
×
×
×
ESE 412/512 Advanced Wastewater Eng.
×
×
×
×
ESE 501 Environ. Phys./chem. Processes
×
×
×
×
ESE 451/551 Water Resource Eng.
×
×
×
×
ESE 505 Theory/instrumentation for Environ. Analysis
×
×
×
×
ESE 515 Biological Treatment Processes
×
×
×
×
ESE 552 Nonpoint Source Pollution Eng.
×
×
×
×
ESE 555 Comp. Models for Watershed Hydrology
×
×
×
×
ESE 471/571 Hazardous Waste Management
×
×
×
×
GOG 534 Water Resources Planning
×
×
×
×
ESE 431/531 Air pollution control
×
×
×
×
ESE 533 Sustainable Air Pollution Manag.
×
×
×
×
ESE 535 Indoor Air Quality and Control
×
×
×
×
ESE 502 Bioprocess Engineering
×
×
×
×
AATM 515 Aerosol Physics
×
×
×
×
AATM 514 Air Pollution Meteorology
×
×
×
×
AATM 561 Applied Data Analysis in Atmospheric and
Environmental Science
×
×
×
×
AATM 506 Environmental Geochemistry
×
×
×
×
STA 558 Methods of Data Analysis I
×
×
×
×
STA 559 (Mat 559) Methods of Data Analysis II
×
×
×
×
HEHS 520 (ESE 520) Prin. Environmental Chemistry
×
×
×
×
HEHS 525 Environ Chemical Analysis
×
×
×
×
HEHS 530 Principles of Toxicology
×
×
×
×
HEHS 590 Intro to Environmental Health
×
×
×
×
HEHS 665 Risk Assessment
×
×
×
×
HEHS 607 Global Environmental Health Policy
×
×
×
×
EPI 501 Principles and Methods of Epidemiology
×
×
×
×
GOG 504 Energy, Environment, and Climate Change
×
×
×
×
HEHS 560 (ESE 560) Sustainability, Green Design and
Public Health
×
×
×
×
AATM 530 Renewable Energy Issues
×
×
×
×
Pad 548 Environmental Policy
×
×
×
Pad 534 (Pln 535) Environmental Restoration &
Brownfields Redevelopment
×
×
×
Pad 575 Understanding Energy Policy and Climate
Change: A Federal, State and Local Government
Perspective
×
×
×
Pad 635 Health, Safety and Environmental Regulation
×
×
×
Pad 666 (Pos 666/Int 513) Global Environment:
Politics and Policy
×
×
×
Pad 667 (Pos 667) Politics of Environmental
Regulation
×
×
×
Seminar
×
×
×
×
×
ESE 697 Independent study and research
×
×
×
×
×
ESE 699 MS Thesis
×
×
×
×
×
37
Appendix D: Catalogue descriptions of existing courses that are part of the proposed MS program
Pln 534 (Gog 534) Water Resources Planning (3)
To understand water as an increasingly scarce and important world resource. Students will learn how
water is harnessed and moved, how competing water uses are prioritized, how to prevent source water
depletion, how to plan for safe drinking water supplies and how to protect water quality through
watershed planning and stormwater management, using New York and U.S. examples. Prerequisites: Pln
505 or permission of instructor.
Gog 504 (Pln 538) Energy, Environment, and Climate Change (3)
This course addresses the response of the global environment to rising energy consumption by human
civilization. The structure of this course reflects on the premise that energy consumption and climate
change are inherently-connected issues requiring a holistic study approach. The course consists of two
parts. The first part of the course deals with climate change and fossil fuel use. The second part addresses
the issue of alternative sources of power with lower impact on climate and environment than traditional
fossil fuels. We begin the first part with review of recent changes in global climate and historic trends in
fossil fuel consumption. We discuss impact of climate change and combustion of fossil fuel on
environment and study of geoengineering projects that can mitigate global warming and its negative
consequences. The second part of the course starts with review of scientific principles required to better
understand basics of energy transformations. Then, these principles are used through the reaming part of
the course to research alternative power sources including nuclear, solar, wind, hydropower, geothermal,
biofuels and hydrogen. We use this research to derive quantitative estimates of potential scale at which
power can be generated from alternative sources as well as to estimate their impact on environment and
economy. Obtained estimates will be linked to policy issues related to climate change and power
generation. We end this course with presentations and discussion of individual research projects in the
field of geoengineering and generation of alternative energy. Prerequisite(s): At least 6 credits in
undergraduate science courses.
Atm 514 Air Pollution Meteorology (3)
Analysis of physical, meteorological, and chemical processes influencing the life-cycle of harmful
gaseous and particulate air pollutants. Offered alternate Fall semesters.
Atm 515 Aerosol Physics (3)
Characterization of aerosols (size distributions, compositions, optical properties); dynamics and
thermodynamic of aerosols; physical processes controlling properties of aerosols in the atmosphere;
aerosol field measurements and numerical modeling; aerosol-cloud-precipitation interactions; and
environmental impacts of atmospheric aerosols. Prerequisite: ATM 505 or consent of the instructor.
Atm 506 Environmental Geochemistry (3)
Industrial pollution, agricultural pesticides and fertilizers, and fossil fuel waste-products are major sources
of biotoxic and phytotoxic heavy metals (e.g., As, Cd, Cu, Hg, Mo, Ni, Pb, Sb, Sc, Tl) in the
environment. The mobilities and pathways of these elements into-and-through soil and groundwater are
examined. Analytic methods and sampling strategies for tracing the historical trends of heavy metal
fluxes in specific geographic regions are explored.
Atm 530 Renewable Energy Issues (3)
Guided research in renewable energy issues -- subjects directly or indirectly related to weather and/or
climate will be considered and discussed – e.g., solar and wind resource assessment and forecasting,
renewable energy technologies, socio-economics, utility power solutions. Students will select specific
subjects for in-depth research leading to class discussions and final report preparation.
38
Atm 561 Applied Data Analysis in Atmospheric and Environmental Science (3)
Data analysis methods for information extraction and physical insight from the examination of
environmental observations and model data; use of a "toolbox" approach to hypothesis testing, time series
analysis, spectral methods, temporal and spatial filtering, eigenvector methods, regression, forecasting,
and other techniques. Offered alternate Spring semesters. Prerequisite: Permission of instructor.
Mat 558 (H Sta 558) Methods of Data Analysis I (3)
Statistical methodology emphasizing exploratory approaches to data. Elementary notions of modeling and
robustness. Overview of inferential techniques in current use. Criteria for selection and application of
methods. Use of computing facilities to illustrate and implement methods. Regression and analysis of
variance are primary topics. Prerequisite: Mat 554 (H Sta 554) or equivalent.
Mat 559 (H Sta 559) Methods of Data Analysis II (3)
Continuation of Mat 558 (H Sta 558). Topics will include clustering, multivariate analyses, sequential and
nonparametric methods. Prerequisite: Mat 558 (H Sta 558) or equivalent.
Ehs 520 (Ese 520) Principles of Environmental Chemistry (3)
A survey of known environmental pollutants undertaken to familiarize students with the processes of
evolution, emission, transport and disposition of these compounds in the environment. Prerequisite: Two
years of college chemistry or the consent of the instructor.
Ehs 525 Environmental Chemical Analysis (3)
The theory, basic instrumentation and applications of instrumental techniques used in environmental
analysis. Included are atomic and molecular spectrometry, chromatography, mass spectrometry and
electrochemical techniques. Particular emphasis is placed on those aspects of analysis which influence the
precision and accuracy of analytical data. These include the effects of sampling, sample preparation and
instrumental. Prerequisites: Three undergraduate courses in chemistry, or consent of instructor.
Ehs 530 Principles of Toxicology (3)
Fundamentals and principles of toxicology including absorption, distribution, metabolism and excretion
of chemicals and drugs in mammalian systems. The toxicology of specific organ systems and of classes of
compounds which produce similar toxic effects presented. Current governmental regulations concerning
foods, drugs, and environmental policies discussed. Prerequisite: Two years of undergraduate chemistry
and one year of undergraduate biology or consent of instructor.
Ehs 560 (Ese 560) Sustainability, Green Design and Public Health (3)
This course covers the theory, principles and measures of sustainability and public health. Through hand-
on projects and real-world cases, the students will work with governmental, industrial and non-profit
organization partners to assess the environmental footprints and health impacts of their products and
services, and suggest the sustainable interventions.
Ehs 590 Introduction to Environmental Health (3)
During the exploration of myriad environmental health related topics, students in this course gain an
understanding of the interactions between individuals and communities with the environment, approaches
to investigating these interactions, potential impacts of environmental agents on human health and of
specific applications of environmental health concepts to public health. Prerequisite: College level
biology course or permission of instructor.
Ehs 607 Global Environmental Health Policy (3)
Examination from a variety of analytic perspectives of several global health policy issues of current
social, economic, and political importance. Issues include toxic substances, vector borne diseases, climate
39
change, health disparities, occupational health standards, environmental risk analyses, and risk
management. Prerequisite: Ehs 590 or the equivalent.
Ehs 665 Risk Assessment (3)
Introduces the science that is used in assessing human health risks from chemical exposures. It includes:
(a) hazard identification; (b) dose- response assessment; (c) exposure assessment; (d) risk
characterization; and (e) risk communication. Imparts analytical skills that students can use in developing,
interpreting, and understanding risk assessment for individual chemical or specific contamination
incidents involving human exposure. Prerequisites: Ehs 530 and Epi 501.
Epi 501 Principles and Methods of Epidemiology I (3)
Introduction to epidemiology for students majoring in any aspect of public health; covers the principles
and methods of epidemiologic investigation including describing the patterns of illness in populations and
research designs for investigating the etiology of disease. Introduces quantitative measures to determine
risk, association and procedures for standardization of rates.
Pad 548 Environmental Policy (4)
This course will explore how environmental policy is shaped and implemented. It will draw on the
strengths of Rockefeller College, including faculty expertise in public policy analysis, development and
implementation; the role of nonprofit organizations in the development and execution of environmental
policy; the relationships between environmental laws, rules and regulations, policy and politics; the
institutional framework for advancing environmental goals; and the proximity of New York State
government agencies, policymakers, environmental organizations and key advocates. States have always
been the incubators of environmental policy and as federal officials withdraw, this role has become a
more important opportunity for states to act. Environmental Policy is a unique area of public policy. It
combines the disciplines of political science, economics, other social sciences and the law and how public
institutions (primarily government organizations) address society's needs. Beyond these, however, other
forces influence the formation and application of environmental policy, including: its basis in the hard
sciences; the critical and historic role and involvement of nonprofit organizations; engagement at all
levels of government (local, regional, state, national and global) - and the lack of borders between those
levels; the breadth of the defined "constituency" (to be protected or to benefit), which goes beyond human
beings living today; very high stakes (the consequence of failure); and the challenges and opportunities
inherent in taking action.
Pad 534 (Pln 535) Environmental Restoration & Brownfields Redevelopment (3-4)
Introduces students to the fundamental issues that confront stakeholders engaged in redeveloping
brownfields. Risk analysis and communication, economic aspects, political and social constraints, and the
role of public participation are central themes. Linked to brownfields are also smart growth, sustainable
development, urban revitalization, and quality of life concerns. The nexus of these fundamental planning
concepts and environmental quality will also be explored.
Pad 575 Understanding Energy Policy and Climate Change: A Federal, State and Local
Government Perspective (4)
The study of energy policy and climate change reflects an intricate interplay of political (domestic and
international), economic, legal, regulatory, technological, environmental and ethical dimensions. This
course will explore these dimensions encouraging class discussion of critical energy policy issues and the
analysis of approaches to a clean, secure and equitable energy future.
Pad 635 Health, Safety and Environmental Regulation (4)
40
Presents a political and economic assessment of risk regulation policies as they have developed for air and
water pollution, work place risks, auto safety, drug regulation and nuclear power. Prerequisite: Hpm 501
or consent of instructor.
Pad 666 (Pos 666/Int 513) Global Environment: Politics and Policy (4)
This course examines the theory and practice of international environmental politics to better understand
why the international community has been successful at solving some international environmental
problems but not others. It considers policies that aim to address transnational issues such as climate
change, ozone depletion, overfishing, deforestation, and species extinction. Theoretical approaches
applied to these problems will consider not only the central role of states, but also the ways in which non-
state actors, such as non-governmental organizations, multinational corporations, and transnational
networks of cities, are becoming important players in managing these problems.
Pad 667 (Pos 667) Politics of Environmental Regulation (4)
Evaluation of environmental regulation in the United States and considers the response of political and
administrative institutions to complex problems such as toxic wastes. Comparative perspectives on
Western and Eastern Europe and Japan.
41
Appendix E: Syllabi for newly proposed courses.
University at Albany / Environmental and Sustainable Engineering
Water and Wastewater Treatment (3 Credits)
ESE 411/511
Lecture:
2:45 pm – 4:05 pm (Mon, Wed), Massry Center for Business (BB) 213
Instructor:
Prof. Kyoung-Yeol Kim
University Administration Building (UAB) 232,
Tel. 518-437-4971, E-mail: kkim28@albany.edu
Office hours:
Thursday, 3 pm – 4 pm or by appointment
TEXTBOOK (REQUIRED):
Water Supply and Pollution Control, 8th Edition, by Viessman et al. (2009) (ISBN-13: 978-0132337175)
COURSE DESCRIPTION / OVERVIEW
This course will cover two general fields in environmental engineering: water supply engineering and
wastewater engineering including water supply and use; water treatment; and wastewater treatment. From
water distribution (pressurized flow) to wastewater collection (gravity flow), we need to consider changes in
community size and demand requirements. Water treatment is to produce reliable portable water using different
water sources with consideration of human health. Wastewater treatment includes the used water entering a
wastewater treatment plant and treatment processes to produce suitable effluent for safe disposal to the
environment. For graduate students, extra homework will be given and a final project paper regarding recent
water treatment process will be required to submit before the final week. Graduate students must present their
paper in the classroom in the final week.
PREREQUISITES
Prerequisite: ESE 301 Introduction to Environmental & Sustainable Engineering
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
•
Be able to understand the issues associated with water supply and wastewater collection
•
Be able to design process and specify their design and operation parameters for water and
wastewater treatment
•
Be able to apply the principles of math and science to technical problems
•
Be familiar with terminology used in (waste)water treatment processes
•
Broaden their knowledge about wastewater treatment processes (physical, chemical and biological
processes depending on their target contaminants)
COURSE WEBSITE AND BLACKBOARD:
Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance is essential and required.
42
ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed by evaluating students’ homework and exams.
These evaluations will be conducted throughout the whole semester in order to adjust the depth of teaching
materials and pace of delivery to maximize students’ learning outcomes. Extra homework or assignment
will be given to graduate students and included in their evaluations.
Exams: Three exams will be given. Extra exams will be given for graduate level students if required.
Homework: There are 5 homework assignments. These are due at the beginning of the class for full credit.
Late assignments (within 24 hours of the assigned due date) will receive a loss of 20% of the grade. No
credit will be given if assignments were not submitted to the instructor within 24 hours of the assigned due
date. Homework problems are meant to be challenging and require the application and extension of
presented materials and concepts in class, in lecture materials, or the textbook.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
For undergraduates:
For graduates:
Homework
10%
Homework
10%
Exam I
25%
Exam I
20%
Exam II
30%
Exam II
20%
Final exam
30%
Final exam
20%
Attendance
5%
Final report & Presentation
30%
Grading Scale
A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points
D: 69-60 points
E: 59 points and below
The instructor may choose to re-curve the distribution, in favor of students.
Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of course work to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts to
prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. Final grades are computed based on the above formulas and are NOT negotiable. Per department
policy, “…students may not submit additional work or be re-examined for the purpose of improving their
grades once the course has been completed and final grades assigned.”
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to
be professional and cordial. Disruptive behavior in the classroom may be treated by the instructor as a
violation of the U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.
Use of Computers in class
Computers may be used during class for note taking as long as the use is not disruptive or distracting. See
http://www.albany.edu/health_center/medicalexcuse.shtml.
43
Absence Due to Religious Observance
According to New York State Education Law Section 224-A, the instructors are required to excuse
individual students absent without penalty because of religious beliefs, and to provide equivalent
opportunities for make-up examinations, study, or work requirements missed because of such absences.
However, students should notify the instructor of record in a timely manner, any unexcused absences will
result in a 2-point deduction from your final grade.
See (https://www.nysenate.gov/legislation/laws/EDN/224-A)
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to
apply the policies discussed in this document to all electronic communications in the course.
Students with Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” (http://www.albany.edu/disability/faculty-staff.shtml)
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and
learning community, it must continue to foster an environment free from gender inequality and sexual
violence. In furthering its commitment to that cause, the University has appointed a full time administrator
to ensure our realization of this important agenda. Further information can be found at the following
UAlbany URL: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students are
responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany faculty
members are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin (http://www.albany.edu/undergraduate bulletin/
regulations.html). The standards described in this document will be applied in this course relating to
academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit original
work. While you may discuss a problem with another student, the work you submit must be your own. Any
student who submits copied work or any student that provides work for copying will earn a zero grade for
that assignment. If there is more than one copying incident, the student will be graded an F for the class.
As per college policy, cheating activity will be reported to the college administration.
COURSE OUTLINE AND READINGS:
44
The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule and specific homework and materials will be provided in
Blackboard. Students are expected to have read the listed material before it is covered in class. There will
be additional readings related to certain course topics.
Tentative Course Schedule
Week
Date
Class
Homework
1
1/23
Course Introduction. The Engineered water cycle
2
1/28
Water distribution and wastewater systems
1/30
Calculating headloss in water distribution systems
3
2/4
Water distribution system design
HW 1 due
2/6
Wastewater collection
4
2/11
Water treatment processes: Drinking water
standards and water analysis
2/13
Water treatment processes: Conventional
processes I
5
2/18
Water treatment processes: Conventional
processes II
HW 2 due
2/20
Water treatment reactor design
6
2/25
Exam 1
2/27
Filtration
7
3/4
Water treatment chemistry
3/6
Chemicals used for coagulation and coagulant
dose
8
3/11
Water softening and disinfection
HW 3 due
3/13
Water treatment advanced processes
9
March 16-22 – No Class – Enjoy Spring
Break !!
10
3/25
Wastewater treatment
3/27
Oxygen demand and biochemical oxygen demand
11
4/1
No class
4/3
Primary wastewater treatment
HW 4due
12
4/8
Secondary wastewater treatment
4/10
Exam 2
13
4/15
CSTR and PFR with bacterial growth
45
4/17
Activated sludge reactors I
14
4/22
Activated sludge reactors II
4/24
Trickling filters
15
4/29
Other reactors, disinfection, solids handling I
5/1
Other reactors, disinfection, solids handling II
HW 5 due
16
5/6 or 5/8 Final Exam and Presentation
University at Albany / Environmental and Sustainable Engineering
Advanced Wastewater Engineering (3 Credits)
ESE 412/512
Lecture:
TBD
Instructor:
Prof. Kyoung-Yeol Kim
University Administration Building (UAB) 232,
Tel. 518-437-4971, E-mail: kkim28@albany.edu
Office hours:
TBD
TEXTBOOK (REQUIRED):
Wastewater Engineering: Treatment and Reuse, 4th Edition, 2003 by Metcalf & Eddy. (ISBN-13: 978-
0071241403)
COURSE DESCRIPTION / OVERVIEW
This course covers the theory and application of advanced wastewater treatment processes to remove nutrients
(e.g. nitrogen and phosphorus) and other residuals in the effluent from secondary treatment processes. The
lectures will introduce traditional advanced treatment processes to remove nitrogen and phosphorus in the
secondary effluent, and most recent treatment processes such as anammox, membrane filtration,
aerobic/anaerobic digestion and microbial fuel cells.
PREREQUISITES
ESE 411/511 Water and Wastewater Treatment
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
•
Be able to tell what is advanced treatment processes and understand the theory and removal
mechanisms of each process
•
Can apply the principles of math and science to technical problems
•
Be skilled in designing nutrient removal processes
•
Be familiar with terminology used in wastewater treatment processes
46
•
Broaden their knowledge about wastewater treatment processes (physical, chemical and biological
processes depending on their target contaminants)
COURSE WEBSITE AND BLACKBOARD:
Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance is essential and required.
ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed by evaluating students’ homework and exams.
These evaluations will be conducted throughout the whole semester in order to adjust the depth of teaching
materials and pace of delivery to maximize students’ learning outcomes. Extra homework or assignment
will be given to graduate students and included in their evaluations.
Exams: Three exams will be given. Extra exams will be given for graduate level students if required.
Homework: There are 5 homework assignments. These are due at the beginning of the class for full credit.
Late assignments (within 24 hours of the assigned due date) will receive a loss of 20% of the grade. No
credit will be given if assignments were not submitted to the instructor within 24 hours of the assigned due
date. Homework problems are meant to be challenging and require the application and extension of
presented materials and concepts in class, in lecture materials, or the textbook.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
For undergraduates:
For graduates:
Homework
10%
Homework
10%
Exam I
25%
Exam I
20%
Exam II
30%
Exam II
20%
Final exam
30%
Final exam
20%
Attendance
5%
Final report & Presentation
30%
Grading Scale
A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points
D: 69-60 points
E: 59 points and below
The instructor may choose to re-curve the distribution, in favor of students.
Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of course work to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts to
prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. Final grades are computed based on the above formulas and are NOT negotiable. Per department
policy, “…students may not submit additional work or be re-examined for the purpose of improving their
grades once the course has been completed and final grades assigned.”
47
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to
be professional and cordial. Disruptive behavior in the classroom may be treated by the instructor as a
violation of the U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.
Attendance/Lateness/Use of Computers in class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs
by entering late or leaving early without instructor approval. Attendance will be taken at every class meeting.
Each unexcused absence (not approved by instructor prior to class) will result in a 2-point deduction from
your class participation grade. Computers may be used during class for note taking as long as the use is not
disruptive or distracting. See http://www.albany.edu/health_center/medicalexcuse.shtml.
Absence Due to Religious Observance
According to New York State Education Law Section 224-A, the instructors are required to excuse
individual students absent without penalty because of religious beliefs, and to provide equivalent
opportunities for make-up examinations, study, or work requirements missed because of such absences.
However, students should notify the instructor of record in a timely manner, any unexcused absences will
result in a 2-point deduction from your final grade.
See (https://www.nysenate.gov/legislation/laws/EDN/224-A)
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to
apply the policies discussed in this document to all electronic communications in the course.
Students With Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” (http://www.albany.edu/disability/faculty-staff.shtml)
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and
learning community, it must continue to foster an environment free from gender inequality and sexual
violence. In furthering its commitment to that cause, the University has appointed a full time administrator
to ensure our realization of this important agenda. Further information can be found at the following
UAlbany URL: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students are
responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany faculty
members are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
48
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin (http://www.albany.edu/undergraduate bulletin/
regulations.html). The standards described in this document will be applied in this course relating to
academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit original
work. While you may discuss a problem with another student, the work you submit must be your own. Any
student who submits copied work or any student that provides work for copying will earn a zero grade for
that assignment. If there is more than one copying incident, the student will be graded an F for the class.
As per college policy, cheating activity will be reported to the college administration.
COURSE OUTLINE AND READINGS:
The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule and specific homework and materials will be provided in
Blackboard. Students are expected to have read the listed material before it is covered in class. There will
be additional readings related to certain course topics.
Tentative Course Schedule
Week
Topics
Remarks
1
Primary and secondary wastewater treatment review
2
Nitrification and Denitrification: Kinetics
3
Nitrogen Removal Processes & Design I
HW 1 due
4
Nitrogen Removal Processes & Design II
5
Phosphorus Removal Processes
HW 2 due
6
Granular Filtration & Carbon Adsorption (Tertiary treatment)
7
Membrane filtration I
8
Mid-term exam
HW 3 due
9
Spring break
10
Membrane filtration II
11
Membrane Bioreactor
12
Aerobic/Anaerobic Digestion
HW 4 due
13
Microbial Fuel Cells
14
Literature review and Presentation
15
Course Wrap-up
HW 5 due
16
Final Exam
49
University at Albany / Environmental and Sustainable Engineering
Biological Wastewater Treatment (3 Credits)
ESE 515
Lecture:
8:45 am – 10:05 am (Tue, Thu), University Library (LI) 220
Instructor:
Prof. Kyoung-Yeol Kim
University Administration Building (UAB) 232,
Tel. 518-437-4971, E-mail: kkim28@albany.edu
Office hours:
Thursday, 3 pm – 5 pm or by appointment
TEXTBOOK (REQUIRED):
Biological wastewater treatment, 3rd Edition, by Grady et al. (2011) (ISBN: 9780849396793)
COURSE DESCRIPTION / OVERVIEW
This course will cover the theory and application of biological processes used in the engineered treatment of
wastes including municipal, industrial wastewaters and biosolids. In the first two weeks, microbial energetics,
metabolism and kinetics will be introduced to understand basic principles regarding the microbial activity. The
remainder will cover modeling approaches to simulate microbial growth, mass transport, and kinetics in the
suspended or fixed biofilm. Reactor design and application will be further introduced based on those biofilm
models to optimize the operational conditions to meet the discharging standards.
PREREQUISITES
Prerequisite: ESE 411/511 Water and Wastewater Treatment
COREQUISITES
None
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course students will:
•
Be able to understand the basic principles of microbial metabolism and kinetics.
•
Be able to design process and specify their design and operation parameters depending on the types
of biological treatment process (suspended vs fixed biofilms).
•
Be able to apply the principles of math and science to technical problems.
50
•
Be familiar with terminology used in biological wastewater treatment processes.
•
Broaden knowledge on the application of biological wastewater treatment processes to treat target
contaminants in wastewater.
COURSE WEBSITE AND BLACKBOARD:
Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance is essential and required.
ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed by evaluating students’ homework and exams.
These evaluations will be conducted throughout the whole semester in order to adjust the depth of teaching
materials and pace of delivery to maximize students’ learning outcomes.
Exams: Three exams will be given.
Homework: There will be 5 homework assignments. These are due at the beginning of the class for full
credit. Late assignments (within 24 hours of the assigned due date) will receive a loss of 20% of the grade.
No credit will be given if assignments were not submitted to the instructor. Homework problems are meant
to be challenging and require the application and extension of presented materials and concepts in class, in
lecture materials, or the textbook.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
Homework
20%
Exam I
25%
Exam II
25%
Final exam
30%
Grading Scale
A: 100-95 points A-: 94-90 points
B+: 89-87 points B: 84-86 points B-: 80-83 points
C+: 79-76 points C: 75-70 points
D: 69-60 points
E: 59 points and below
The instructor may choose to re-curve the distribution, in favor of students.
Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of course work to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts to
prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. Final grades are computed based on the above formulas and are NOT negotiable. Per department
policy, “…students may not submit additional work or be re-examined for the purpose of improving their
grades once the course has been completed and final grades assigned.”
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to
51
be professional and cordial. Disruptive behavior in the classroom may be treated by the instructor as a
violation of the U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.
Attendance/Lateness/Use of Computers in class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs
by entering late or leaving early without instructor approval. Attendance will be taken at every class meeting.
Each unexcused absence (not approved by instructor prior to class) will result in a 2-point deduction from
your final grade. Computers may be used during class for note taking as long as the use is not disruptive or
distracting. See http://www.albany.edu/health_center/medicalexcuse.shtml.
Absence Due to Religious Observance
According to New York State Education Law Section 224-A, the instructors are required to excuse
individual students absent without penalty because of religious beliefs, and to provide equivalent
opportunities for make-up examinations, study, or work requirements missed because of such absences.
However, students should notify the instructor of record in a timely manner, any unexcused absences will
result in a 2-point deduction from your final grade.
See (https://www.nysenate.gov/legislation/laws/EDN/224-A)
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to
apply the policies discussed in this document to all electronic communications in the course.
Students with Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and will
recommend appropriate accommodations. For further information refer to the University’s Disclosure
Statement regarding Reasonable Accommodation found at the bottom of the document at the following
website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the
link under “Reasonable Accommodation Policy” (http://www.albany.edu/disability/faculty-staff.shtml)
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and
learning community, it must continue to foster an environment free from gender inequality and sexual
violence. In furthering its commitment to that cause, the University has appointed a full time administrator
to ensure our realization of this important agenda. Further information can be found at the following
UAlbany URL: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students are
responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany faculty
members are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin (http://www.albany.edu/undergraduate bulletin/
52
regulations.html). The standards described in this document will be applied in this course relating to
academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit original
work. While you may discuss a problem with another student, the work you submit must be your own. Any
student who submits copied work or any student that provides work for copying will earn a zero grade for
that assignment. If there is more than one copying incident, the student will be graded an F for the class.
As per college policy, cheating activity will be reported to the college administration.
COURSE OUTLINE AND READINGS:
The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule and specific homework and materials will be provided in
Blackboard. Students are expected to have read the listed material before it is covered in class. There will
be additional readings related to certain course topics.
Tentative Course Schedule
Week
Date
Class
Homework
1
8//27
Introduction to biological treatment
8/29
Microbial diversity and energetics
2
9/3
Stoichiometry of microbial reaction
9/5
No class (traveling)
3
9/10
Bacterial kinetics
9/12
Suspended-growth models I
HW 1
4
9/17
Suspended-growth models II
9/19
Nonsteady-state systems
5
9/24
Activated sludge I
HW 2
9/26
Activated sludge II
6
10/1
Nitrogen control
10/3
Exam 1
7
10/8
Phosphorous control
HW 3
10/10
Lagoons
8
10/15
Fall break (no class)
10/17
Biofilm models I
9
10/22
Biofilm models II
10/24
Biofilm models III
53
10
10/29
Biofilm and hybrid systems
10/31
Packed towers/trickling filters
HW 4
11
11/5
No class
11/7
Exam 2
12
11/12
RBCs, fluidized beds, bioelectrochemical systems
11/14
Membrane bioreactors, biological filters, PACT,
carriers, UASB
HW 5
13
11/19
Sludge treatment
11/21
Anaerobic digestion, aerobic digestion,
composting
14
No classes, November 25-29 Happy
Thanksgiving !!
15
12/3
Energy considerations
12/5
Course wrap-up
16
12/12
Final Exam
54
University at Albany / Environmental and Sustainable Engineering
Water Resources Engineering
3 Credits
ESE 451/551
Meeting Time: TBD, 80 minutes sessions, twice per week
Location: TBD
Instructor
Yaoze Liu
Instructor Title
Assistant Professor
Office Location
UAB 232
Office hours
TBD
E-mail Address
yliu46@albany.edu
TEXTBOOK:
Required Textbook: Water Resources Engineering, 2nd Edition
By Mays, L. W., John Wiley & Sons, Inc., 2010.
ISBN-13: 978-0470460641
ISBN-10: 0470460644
COURSE DESCRIPTION
Encompassing theories, analyses and designs, this course provides a comprehensive coverage of water
resources engineering. The main topics covered include: water resources sustainability; hydraulic
processes, such as pipe flow, open-channel flow and groundwater flow; hydrologic processes; surface
runoff; reservoir and stream flow routing; water distribution; flood control; stormwater control; and
sedimentation and erosion hydraulics. In particular, management of water resources through the lens of
sustainability will be emphasized. To allow a deeper and more comprehensive examination of the subject
than required at the undergraduate level, a graduate research paper is required for graduate students.
PREREQUISITE
ESE 351 Fluid Mechanics
COREQUISITE
None
LEARNING OBJECTIVES / OUTCOMES
At the completion of the course students will:
•
Be familiar with all terminologies used in water resources engineering.
•
Understand basic principles of surface and groundwater hydrology and use standard techniques to
solve problems.
•
Be able to use standard techniques to solve flow problems encountered in different environmental
matrices.
•
Analyze site specific conditions and design a water supply system while keeping green
infrastructure techniques in mind.
•
Understand and solve urban drainage design issues to obtain sustainability.
COURSE WEBSITE AND BLACKBOARD
Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance is essential and required.
55
ASSESSMENT AND POLICIES
The accomplishment of course objectives will be assessed by evaluating students’ homework, quizzes and
exams. To allow a deeper and more comprehensive examination of the subject than required at the
undergraduate level, a graduate research paper is required for graduate students.
These evaluations will be conducted throughout the whole semester in order to adjust the depth of
teaching materials and pace of delivery to maximize students’ learning outcomes.
Exams: Two exams will be given for both graduate and undergraduate students.
Assignments: Assignments are to be completed outside of class. They will be graded on a 10-point scale
and will be totaled together to account for 30% of the final grade.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
Undergraduate
Homework
30%
Mid-term exam
30%
Final exam
30%
Quiz
5%
Attendance
5%
Graduate
Homework
30%
Mid-term exam
20%
Final exam
20%
Research paper
20%
Quiz
5%
Attendance
5%
Grading Scale
Grade Scale
Grade Conversion
Grade Scale
Grade Conversion
93-100
A
73-76
C
90-92
A-
70-72
C-
87-89
B+
67-69
D+
83-86
B
63-66
D
80-82
B-
60-62
D-
77-79
C+
Grade < 60
E
The instructor may choose to re-curve the distribution, in favor of students.
Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of course work to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts to
prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
56
warranted. Final grades are computed based on the above formulas and are NOT negotiable. Per
department policy, “…students may not submit additional work or be re-examined for the purpose of
improving their grades once the course has been completed and final grades assigned.”
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to
be professional and cordial. Disruptive behavior in the classroom may be treated by the instructor as a
violation of the U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.
Attendance/Lateness/Use of Computers in class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs
by entering late or leaving early without instructor approval. Attendance will be taken at every class
meeting. Each unexcused absence (not approved by instructor prior to class) will result in a 2-point
deduction from your class participation grade. Computers may be used during class for note taking as
long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected
to apply the policies discussed in this document to all electronic communications in the course.
Students With Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and
will recommend appropriate accommodations. For further information refer to the University’s
Disclosure Statement regarding Reasonable Accommodation found at the bottom of the document at the
following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by
following the link under “Reasonable Accommodation Policy” at the following webpage
http://www.albany.edu/disability/faculty-staff.shtml.
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and
learning community, it must continue to foster an environment free from gender inequality and sexual
violence. In furthering its commitment to that cause, the University has appointed a full time
administrator to ensure our realization of this important agenda. Further information can be found at the
following U Albany url: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students
are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin
(http://www.albany.edu/undergraduate_bulletin/regulations.html). The standards described in this
57
document will be applied in this course relating to academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit
original work. While you may discuss a problem with another student, the work you submit must be your
own. Any student who submits copied work or any student that provides work for copying will earn a
zero grade for that assignment. If there is more than one copying incident, the student will be graded an F
for the class. As per college policy, cheating activity will be reported to the college administration.
TENTATIVE COURSE OUTLINE AND READINGS:
The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule, homework, and reading assignments will be provided in
Blackboard. Students are expected to have read the listed material before it is covered in class. There will
be additional readings related to certain course topics.
58
Wee
k
Topics
Readings
Quiz and Homework
1
Water Resources Sustainability
Chapters 1 and 2
2
Hydrologic Processes
Chapter 7
Homework 1 due
3
Surface Runoff
Chapter 8
Quiz 1
4
Reservoir and Stream Flow Routing
Chapter 9
Homework 2 due
5
Hydraulic Processes: Flow and Hydrostatic
Forces
Chapter 3
6
Hydraulic Processes: Pressurized Pipe Flow
Chapter 4
Homework 3 due
7
Hydraulic Processes: Open-Channel Flow
Chapter 5
8
Hydraulic Processes: Groundwater Flow
Midterm Examination
Chapter 6
Homework 4 due
9
Hydraulic Processes: Groundwater Flow
Chapter 6
Quiz 2
10
Probability, Risk, and Uncertainty Analysis
for Hydrologic and Hydraulic Design
Chapter 10
Homework 5 due
11
Flood Control
Chapter 14
12
Stormwater Control
Chapters 15 and
16
Homework 6 due
13
Water Withdrawals and Uses
Chapter 11
14
Water Distribution
Chapter 12
Quiz 3, Homework 7
due
15
Water for Hydroelectric Generation
Chapter 13
16
Design of Spillways and Energy Dissipation for
Flood Control Storage and Conveyance
Systems
Chapter 17
Homework 8 due
17
Final Examination
Research Paper (Graduate Students Only)
University at Albany / Environmental and Sustainable Engineering
59
Computer Models for Watershed Hydrology
3 Credits
ESE 555
Meeting Time: TBD, two lectures (1 hour each) and one lab (3-hour) per week
Location: TBD
Instructor
Yaoze Liu
Instructor Title
Assistant Professor
Office Location
UAB 232
Office hours
TBD
E-mail Address
yliu46@albany.edu
TEXTBOOK
Computer Models of Watershed Hydrology. Edited by Vijay P. Singh. Water Resources
Publications, LLC. 2012.
ISBN -13: 978-1-887201-74-2
ISBN - 10: 1-887201-74-2
COURSE DESCRIPTION
This course introduces the theories and applications of various popular computer models for simulating
watershed hydrology and water quality. This course helps students understand the hydrological and
nonpoint source pollution processes and builds related simulation skills. Hydrologic/water quality data
and modeling resources in public domain will be used. Hydrologic/water quality data management and
analysis using GIS will be introduced. Case studies will be conducted involving current hydrologic and
water quality problems.
PREREQUISITE
ESE 451/551 Water Resources Engineering
ESE 552 Nonpoint Source Pollution Engineering
COREQUISITE
None
LEARNING OBJECTIVES / OUTCOMES
At the completion of the course, students will be able to:
•
Obtain, process and analyze hydrologic/water quality data; use geospatial tools for
hydrologic/water quality applications; and present and communicate results effectively using
ArcGIS visualization tools.
•
For the selected computer models, understand their theories, structures, processes modeled,
inputs, outputs; and apply them to help decision making.
•
Use computer models to conduct hydrologic/hydraulic analysis for the design and analysis of
pipes, ditches, open channels, drop inlets, storm sewer systems, culverts, complex pipe networks
flow and water quality simulations, and detention ponds.
COURSE WEBSITE AND BLACKBOARD
Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance is essential and required.
60
ASSESSMENT AND POLICIES
The accomplishment of course objectives will be assessed by evaluating students’ homework, quizzes,
exams, and term projects. These evaluations will be conducted throughout the whole semester in order to
adjust the depth of teaching materials and pace of delivery to maximize students’ learning outcomes.
Exams: Two exams will be given.
Assignments: Assignments are to be completed during labs or outside of class. They will be totaled
together to account for 30% of the final grade.
Term Project: Term project report and presentation.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
Homework
30%
Mid-term
20%
Final
20%
Term Project
20%
Quiz
5%
Attendance
5%
Grading Scale
Grade Scale
Grade Conversion
Grade Scale
Grade Conversion
93-100
A
73-76
C
90-92
A-
70-72
C-
87-89
B+
67-69
D+
83-86
B
63-66
D
80-82
B-
60-62
D-
77-79
C+
Grade < 60
E
The instructor may choose to re-curve the distribution, in favor of students.
Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of course work to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts to
prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. Final grades are computed based on the above formulas and are NOT negotiable. Per
department policy, “…students may not submit additional work or be re-examined for the purpose of
improving their grades once the course has been completed and final grades assigned.”
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to
be professional and cordial. Disruptive behavior in the classroom may be treated by the instructor as a
violation of the U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.
Attendance/Lateness/Use of Computers in class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs
61
by entering late or leaving early without instructor approval. Attendance will be taken at every class
meeting. Each unexcused absence (not approved by instructor prior to class) will result in a 2-point
deduction from your class participation grade. Computers may be used during class for note taking as
long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected
to apply the policies discussed in this document to all electronic communications in the course.
Students With Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and
will recommend appropriate accommodations. For further information refer to the University’s
Disclosure Statement regarding Reasonable Accommodation found at the bottom of the document at the
following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by
following the link under “Reasonable Accommodation Policy” at the following webpage
http://www.albany.edu/disability/faculty-staff.shtml.
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and
learning community, it must continue to foster an environment free from gender inequality and sexual
violence. In furthering its commitment to that cause, the University has appointed a full time
administrator to ensure our realization of this important agenda. Further information can be found at the
following U Albany url: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students
are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin
(http://www.albany.edu/undergraduate_bulletin/regulations.html). The standards described in this
document will be applied in this course relating to academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit
original work. While you may discuss a problem with another student, the work you submit must be your
own. Any student who submits copied work or any student that provides work for copying will earn a
zero grade for that assignment. If there is more than one copying incident, the student will be graded an F
for the class. As per college policy, cheating activity will be reported to the college administration.
62
TENTATIVE COURSE OUTLINE:
Table 1. Tentative Syllabus
Wee
k
Topics
Quiz and Homework
1
Introduction to hydrologic processes, modeling theory and principles
2
Introduction to streamflow and water quality databases
Homework 1 due
3
WHAT (Web-based Hydrograph Analysis Tool)
Quiz 1
4
LOADEST (Load Estimator)
Homework 2 due
5
Web-based LDC (Load Duration Curve) Tool
6
SWMM (Storm Water Management Model)
Homework 3 due
7
SWMM (Storm Water Management Model)
8
SWMM (Storm Water Management Model)
Midterm Exam
Homework 4 due
9
WaterCAD
Quiz 2
10
WaterCAD
Homework 5 due
11
HEC-RAS (Hydrologic Engineering Center-River Analysis System)
12
HEC-RAS (Hydrologic Engineering Center-River Analysis System)
Homework 6 due
13
HEC-HMS (Hydrologic Engineering Center- Hydrologic Modeling
System)
14
HEC-HMS (Hydrologic Engineering Center- Hydrologic Modeling
System)
Quiz 3, Homework 7
due
15
SWAT (Soil and Water Assessment Tool)
16
SWAT (Soil and Water Assessment Tool)
Homework 8 due
17
Final Exam Week
Term Project
63
University at Albany / Environmental and Sustainable Engineering
Nonpoint Source Pollution Engineering
3 Credits
ESE 552
Meeting Time: TBD, 80 minutes sessions, twice per week
Location: TBD
Instructor
Yaoze Liu
Instructor Title
Assistant Professor
Office Location
UAB 232
Office hours
TBD
E-mail Address
yliu46@albany.edu
TEXTBOOK
Water Quality: Diffuse Pollution and Watershed Management, 2nd Edition
By Vladimir Novotny, John Wiley & Sons, Inc., 2002.
ISBN: 978-0-471-39633-8
COURSE DESCRIPTION
Nonpoint source (NPS) pollution generally results from land runoff, precipitation, atmospheric
deposition, drainage, seepage or hydrologic modification. This course comprehensively covers the
assessment and management of NPS pollution. The topics of this course include: basic concepts of
nonpoint source pollution, hydrologic considerations, erosion and sedimentation, groundwater and base
flow contamination, urban and highway diffuse pollution, control of urban and agricultural diffuse
pollution, estimating loads and loading capacity by models, and integrated watershed management.
PREREQUISITE
ESE 451/551 Water Resources Engineering
COREQUISITE
None
LEARNING OBJECTIVES / OUTCOMES
At the completion of the course, students will be able to:
•
Understand the basic concepts of nonpoint source pollution
•
Understand features of nonpoint source pollution from agricultural and urban sources
•
Design best management practices to control urban and agricultural diffuse pollution
•
Apply the fundamental monitoring principles of nonpoint source pollution
•
Quantify nonpoint source pollution at the watershed scales using computer models
•
Develop nonpoint source pollution prevention plans using engineering principles
COURSE WEBSITE AND BLACKBOARD
Blackboard will be used to provide essential course materials, the most current syllabus, and assignment
documents and no separate course website will be maintained. However, this is not an online course and
class attendance is essential and required.
ASSESSMENT AND POLICIES
The accomplishment of course objectives will be assessed by evaluating students’ homework, quizzes and
exams. These evaluations will be conducted throughout the whole semester in order to adjust the depth of
teaching materials and pace of delivery to maximize students’ learning outcomes.
64
Exams: Three exams will be given.
Assignments: Assignments are to be completed outside of class. They will be totaled together to account
for 30% of the final grade.
Grading
A final grade will be determined as a weighted average of these scores using the following weights:
Homework
30%
Mid-term (1)
20%
Mid-term (2)
20%
Final
20%
Quiz
5%
Attendance
5%
Grading Scale
Grade Scale
Grade Conversion
Grade Scale
Grade Conversion
93-100
A
73-76
C
90-92
A-
70-72
C-
87-89
B+
67-69
D+
83-86
B
63-66
D
80-82
B-
60-62
D-
77-79
C+
Grade < 60
E
The instructor may choose to re-curve the distribution, in favor of students.
Students must complete all requirements in order to pass the course. A grade of incomplete will be given
only when circumstances beyond the student's control cause a substantial amount of course work to be
unfinished by the end of the semester. Whenever possible, the student is expected to make extra efforts to
prevent this situation from occurring. The instructor will be the sole judge of whether an incomplete is
warranted. Final grades are computed based on the above formulas and are NOT negotiable. Per
department policy, “…students may not submit additional work or be re-examined for the purpose of
improving their grades once the course has been completed and final grades assigned.”
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to
be professional and cordial. Disruptive behavior in the classroom may be treated by the instructor as a
violation of the U Albany Student Code of Conduct, and subject to a formal Student Conduct Referral.
Attendance/Lateness/Use of Computers in class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs
by entering late or leaving early without instructor approval. Attendance will be taken at every class
meeting. Each unexcused absence (not approved by instructor prior to class) will result in a 2-point
deduction from your class participation grade. Computers may be used during class for note taking as
long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.
65
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information
Technology (http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected
to apply the policies discussed in this document to all electronic communications in the course.
Students With Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic,
cognitive, learning and psychiatric disabilities. If you believe you have a disability requiring
accommodation in this class, please notify the Director of the Disability Resource Center (Campus Center
137, 442-5490). That office will provide the course instructor with verification of your disability, and
will recommend appropriate accommodations. For further information refer to the University’s
Disclosure Statement regarding Reasonable Accommodation found at the bottom of the document at the
following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by
following the link under “Reasonable Accommodation Policy” at the following webpage
http://www.albany.edu/disability/faculty-staff.shtml.
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and
learning community, it must continue to foster an environment free from gender inequality and sexual
violence. In furthering its commitment to that cause, the University has appointed a full time
administrator to ensure our realization of this important agenda. Further information can be found at the
following U Albany url: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the
University. Faculty members must specify in their syllabi information about academic integrity, and may
refer students to this policy for more information. Nonetheless, student claims of ignorance, unintentional
error, or personal or academic pressures cannot be excuses for violation of academic integrity. Students
are responsible for familiarizing themselves with the standards and behaving accordingly, and UAlbany
faculty are responsible for teaching, modeling and upholding them. Anything less undermines the worth
and value of our intellectual work, and the reputation and credibility of the University at Albany degree.
Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic
Integrity and policies in the Undergraduate Bulletin
(http://www.albany.edu/undergraduate_bulletin/regulations.html). The standards described in this
document will be applied in this course relating to academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit
original work. While you may discuss a problem with another student, the work you submit must be your
own. Any student who submits copied work or any student that provides work for copying will earn a
zero grade for that assignment. If there is more than one copying incident, the student will be graded an F
for the class. As per college policy, cheating activity will be reported to the college administration.
TENTATIVE COURSE OUTLINE AND READINGS:
The following schedule of lecture topics and reading assignments is preliminary and may be changed as
the semester progresses. The final schedule, homework, and reading assignments will be provided in
Blackboard. Students are expected to have read the listed material before it is covered in class. There will
be additional readings related to certain course topics.
1
Table 1. Tentative Syllabus
Wee
k
Topics
Readings
Quiz and Homework
1
Introduction, Causes of Diffuse Pollution, and Basic Concepts of Diffuse
Pollution
Chapters
1, 2, 3
2
Hydrologic Considerations
Chapter
4
Homework 1 due
3
Erosion and Sedimentation
Chapter
5
Quiz 1
4
Erosion and Sedimentation
Chapter
5
Homework 2 due
5
Soil Pollution and Its Mitigation
Chapter
6
6
Soil Pollution and Its Mitigation
First Midterm Exam
Chapter
6
Homework 3 due
7
Groundwater and Base Flow Contamination
Chapter
7
8
Urban and Highway Diffuse Pollution
Chapter
8
Homework 4 due
9
Control of Urban Diffuse Pollution
Chapter
9
Quiz 2
10
Abatement of Agricultural Diffuse Pollution
Chapter
10
Homework 5 due
11
Abatement of Agricultural Diffuse Pollution
Second Midterm Exam
Chapter
10
12
Integrated Watershed Management
Chapter
11
Homework 6 due
13
Integrated Watershed Management
Chapter
11
14
Water Body Assessment
Chapter
12
Quiz 3, Homework 7
due
15
Estimating Loads and Loading Capacity by Models
Chapter
13
16
Water Body and Watershed Restoration and Waste Assimilative Capacity
Enhancement
Chapter
14
Homework 8 due
17
Final Exam Week
2
ESE505 Theory/Instrumentation for Environmental Analysis
Time
TBD
Location
TBD
Instructor
Dr. Rixiang Huang
Assistant Professor, Dept. of Environmental and Sustainable Engineering
Office
UAB 236
Phone
518- 437-4977
Email
rhuang6@albany.edu
Office hrs
By appointment
Textbook
Environmental Analytical Chemistry (Wiley-Blackwell; 2 ed)
•
ISBN-13: 978-0632053834
Additional materials
Book chapters, reports, websites, and articles (to be provided)
Description:
This course will introduce the fundamental theories and instrumentations for major analytical techniques used to
quantify and speciate elements and compounds in various environmental matrices, including air, water, and soils. These
techniques are essential to most lab-based environmental research, thus are important skillsets for students majoring in relevant
fields.
The course will start with the nature and challenges of environmental analytical chemistry, and the overall analytical
processes and data assessment/interpretation. Then techniques used to determine metal and organic compound concentration
will be introduced, including the associated sample preparation and separation techniques. Next, the course will introduce the
techniques used to characterize elemental speciation and structures of organic compounds, mostly spectroscopic techniques.
The theory and instrumentation for each technique will be covered. Projects involving hands-on experiments using relevant
instruments will be designed for students. They will analyze and interpret the generated data, and prepare a final report.
Format:
The format of this course includes lectures, reading, discussion, assignments, facility tours, term projects, and
comprehensive exams. Comprehension of topics and concepts in this course requires extensive reading of the textbook and
supplemental materials. Analytical skills will be demonstrated and developed via problems, hands-on projects, and exams.
Learning Objectives:
•
Knowledge:
(1) Understand the nature and challenges of environmental analytical chemistry;
(2) Understand the principles and limitations of various sample preparation techniques;
(3) Understand the principles and instrumentations of major analytical techniques;
•
Skills:
(4) Know how to use the major analytical instruments, such as ICP-MS, GC-MS, LC-MS, and NMR;
(5) Be able to analyze and interpret the data from the covered techniques;
(6) Be able to develop appropriate methodologies and design experimental plans, based on the types of samples and
targeted information;
(7) Have improved oral and written communication and critical thinking skills.
Course Outline:
Part#1 – Introduction
1. Nature and challenges of environmental analytical chemistry
(1) Characteristics of environmental matrices and the common information targeted in environmental research
(2) Overall analytical processes
2. Fundamental concepts of analytical chemistry
(1) Statistical concepts
(2) Assessment and interpretation of analytical results
Part#2 – Atomic concentration determination
3. Sample preparation and separation
(1) Introduction
3
(2) Solvent extraction and solid phase extraction
(3) Gas and liquid chromatography
(4) Electrophoresis
4. Atomic spectrometry
(1) Introduction
(2) Plasma emission spectrometry
(3) Atomic absorption spectrometry
(4) Fluorescence spectrometry
(5) Inorganic mass spectrometry
Part#3 – Molecular structure characterization and quantification
5. Ultraviolet and visible spectrophotometry
6. Infrared spectroscopy
7. Mass spectroscopy for organic structure determination
8. Nuclear magnetic resonance spectroscopy
9. Integrated analysis for structure characterization
Part#4 – X-ray based speciation techniques
10. X-ray photoelectron spectroscopy
11. X-ray absorption spectroscopy
Project#1: Heavy metal concentration and speciation in contaminant soils
Project#2: Organic contaminants in wastewater and biosolid samples from a local WWTP
Evaluation & Grading:
Grade components
Grading scheme
Attendance
5%
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 60 – 69
F: < 60
Assignments
25%
Project
20%
Mid-term
20%
Final
30%
Policies and Expectations:
(1) I conduct my class on the basis of mutual respect. I will respect you as students and listen to your thoughts, ideas
and questions. In return, I expect you to be respectful of the classroom by: arriving on time, not causing
disturbances, and respecting your classmates. Behavior that creates a hostile, offensive or intimidating environment
based on gender, race, ethnicity, color, religion, age, disability or sexual orientation will not be tolerated and will be
transferred to relevant offices in the U Albany.
(2) You must attend at least 75% of the session (>25% absence will automatically lead to F, regardless of grades).
(3) Homework must be turned in by deadline, or will be subjected to 5% per day subtraction.
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to be professional
and cordial. Disruptive behavior in the classroom may be treated by the instructor as a violation of the U Albany Student
Code of Conduct, and subject to a formal Student Conduct Referral.
4
Attendance/Lateness/Use of Computers in class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs by entering late
or leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence (not
approved by instructor prior to class) will result in a 2-point deduction from your class participation grade. Computers may
be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to apply the policies discussed
in this document to all electronic communications in the course.
Students with Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning
and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please notify the
Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the course instructor
with verification of your disability, and will recommend appropriate accommodations. For further information refer to the
University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom of the document at the
following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the link
under “Reasonable Accommodation Policy” at the following webpage http://www.albany.edu/disability/faculty-staff.shtml.
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning community,
it must continue to foster an environment free from gender inequality and sexual violence. In furthering its commitment to
that cause, the University has appointed a full time administrator to ensure our realization of this important agenda. Further
information can be found at the following U Albany url: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the University. Faculty
members must specify in their syllabi information about academic integrity, and may refer students to this policy for more
information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic pressures cannot be
excuses for violation of academic integrity. Students are responsible for familiarizing themselves with the standards and
behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and upholding them. Anything less
undermines the worth and value of our intellectual work, and the reputation and credibility of the University at Albany
degree. Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic Integrity and
policies in the Undergraduate Bulletin (http://www.albany.edu/undergraduate_bulletin/regulations.html). The standards
described in this document will be applied in this course relating to academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit original work. While
you may discuss a problem with another student, the work you submit must be your own. Any student who submits copied
work or any student that provides work for copying will earn a zero grade for that assignment. If there is more than one
copying incident, the student will be graded an F for the class. As per college policy, cheating activity will be reported to the
college administration.
5
6
ESE501 Environmental Physical and Chemical Processes
Time
TBD
Location
TBD
Instructor
Dr. Rixiang Huang
Assistant Professor, Dept. of Environmental and Sustainable Engineering
Office
UAB 236
Phone
518- 437-4977
Email
rhuang6@albany.edu
Office hrs
By appointment
Textbook
Water Quality Engineering: Physical / Chemical Treatment Processes
Publisher: Wiley; 1 edition, ISBN-13: 978-1118169650
Additional materials
Environmental Organic Chemistry (Publisher: Wiley; 3 ed. ISBN-10: 1118767233)
Book chapters, reports, websites, and articles (to be provided)
Description:
This course examines the physical and chemical processes that control contaminant transport in the environment and
are fundamental to common environmental engineering practices. It is organized into two parts, with the first part focusing on
fundamental theories and the second part on practical applications.
The first part begins with processes involved in phase transfer and partitioning of molecules, such as the phase
partitioning of organic compounds, sorption/desorption, and precipitation/dissolution, follows by processes (primarily redox
reactions) governing contaminant transformation. Next, physical processes involved in the mass transport of molecules and
particulates in aquatic and soil environments will be introduced. Principles of these processes and methodologies used to study
them will be covered.
In the second part, representative environmental systems and waste treatment processes involving the abovementioned
processes will be present. First, the processes used to remove dissolved and particulate constituents during drinking water
treatment will be demonstrated, focusing on reactor design and analysis. Second, the applications of adsorption and redox
reactions on air pollution control and remediation of contaminated sites will be introduced.
Format:
The format of this course includes lectures, readings, discussion, assignments, field trips, term projects, and
comprehensive exams. Comprehension of topics and concepts in this course requires extensive reading of the textbook and
supplemental materials. Analytical skills will be demonstrated and developed via problems, projects, and exams.
Learning Objectives:
•
Knowledge:
(8) Understand the fundamental principles of mass transport, adsorption/desorption, precipitation/dissolution, and
oxidation/reduction;
(9) Understand the methodologies used to quantitatively study these processes;
(10)
Understand common engineering systems used to treat drinking water, air pollution, and soil contamination.
•
Skills:
(11)
Be able to design experiments and analyze the collected data to study the physical and chemical processes
covered in this course;
(12)
Be able to develop simple strategies and reactors to removal contaminants in air, water and soil based on their
properties;
(13)
Have improved oral and written communication and critical thinking skills.
Course Outline:
Part#1 – Principles
12. Equilibrium partitioning of inorganic and organic species in well-defined systems
(3) Introduction of fundamental concepts and principles
(4) Solubility and activity in water
(5) Air-water and organic liquid-water partitioning of organic molecules
7
13. Adsorption processes
(5) Introduction of molecular interactions and interfacial forces
(6) Adsorption from air to solid surfaces
(7) Adsorption from water to solid surfaces
(8) Methodologies to study adsorption processes
14. Precipitation and dissolution processes
(1) Introduction to the precipitation processes
(2) Nucleation theory
(3) Crystal growth and dissolution theory
(4) Modeling of precipitation reactions
15. Redox processes
(1) Thermodynamics of redox reactions
(2) Examples of oxidation and reduction reactions in natural environments
16. Mass transport in water and soil
(1) Molecule and particle movements in aqueous phase
(2) Air-water exchange of organic compounds
(3) Transport in soil column and sediment interface
Part#2 – Applications
17. Drinking water treatment
(1) Particle removal – basics of colloidal chemistry, coaggregation, and filtration theory
(2) Dissolved solute removal – sorption of comment solutes, reactor design and analysis
(3) Dissolved solute removal – redox processes in controlling iron and manganese, organic compound degradation,
and disinfection
18. Air pollution control
(1) Gaseous contaminant removal using adsorption processes
(2) Fixed-bed adsorption system design and analysis
19. Remediation of contaminated sites
(1) Remediation of heavy metal contamination – immobilization using adsorption or redox processes
(2) Remediation of hydrocarbon contamination – solvent extraction, thermal desorption, and oxidative/reductive
degradation
Evaluation & Grading:
Grade components
Grading scheme
Attendance
5%
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 60 – 69
F: < 60
Assignments
25%
Project
15%
Mid-term
25%
Final
30%
Policies and Expectations:
(4) I conduct my class on the basis of mutual respect. I will respect you as students and listen to your thoughts, ideas
and questions. In return, I expect you to be respectful of the classroom by: arriving on time, not causing
disturbances, and respecting your classmates. Behavior that creates a hostile, offensive or intimidating environment
based on gender, race, ethnicity, color, religion, age, disability or sexual orientation will not be tolerated and will be
transferred to relevant offices in the U Albany.
8
(5) You must attend at least 75% of the session (>25% absence will automatically lead to F, regardless of grades).
(6) Homework must be turned in by deadline, or will be subjected to 5% per day subtraction.
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to be professional
and cordial. Disruptive behavior in the classroom may be treated by the instructor as a violation of the U Albany Student
Code of Conduct, and subject to a formal Student Conduct Referral.
Attendance/Lateness/Use of Computers in class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs by entering late
or leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence (not
approved by instructor prior to class) will result in a 2-point deduction from your class participation grade. Computers may
be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to apply the policies discussed
in this document to all electronic communications in the course.
Students With Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning
and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please notify the
Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the course instructor
with verification of your disability, and will recommend appropriate accommodations. For further information refer to the
University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom of the document at the
following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the link
under “Reasonable Accommodation Policy” at the following webpage http://www.albany.edu/disability/faculty-staff.shtml.
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning community,
it must continue to foster an environment free from gender inequality and sexual violence. In furthering its commitment to
that cause, the University has appointed a full time administrator to ensure our realization of this important agenda. Further
information can be found at the following U Albany url: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the University. Faculty
members must specify in their syllabi information about academic integrity, and may refer students to this policy for more
information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic pressures cannot be
excuses for violation of academic integrity. Students are responsible for familiarizing themselves with the standards and
behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and upholding them. Anything less
undermines the worth and value of our intellectual work, and the reputation and credibility of the University at Albany
degree. Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic Integrity and
policies in the Undergraduate Bulletin (http://www.albany.edu/undergraduate_bulletin/regulations.html). The standards
described in this document will be applied in this course relating to academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit original work. While
you may discuss a problem with another student, the work you submit must be your own. Any student who submits copied
work or any student that provides work for copying will earn a zero grade for that assignment. If there is more than one
copying incident, the student will be graded an F for the class. As per college policy, cheating activity will be reported to the
college administration.
9
ESE 571 - Hazardous Waste Management
(3 Credits, shared with ESE 471)
Time
TBD
Location
TBD
Instructor
Dr. Rixiang Huang
Assistant Professor in Environmental and Sustainable Engineering
Office
UAB 236
Phone
518- 437-4977
Email
rhuang6@albany.edu
Office hrs
By appointment
Textbook
Solid Waste Engineering – A global perspective (Cengage Learning, 3 ed.)
Additional materials
Book chapters, reports, websites, and articles (to be provided)
Course Description:
Solid waste management is an essential component of modern civil infrastructure and must be addressed by every
municipality. It aims to address important socio-economic and environmental issues, including public sanitation, regulatory
compliance, public opinion and economics, waste treatment infrastructures, carbon footprints, resource recovery, and
sustainability. This course will cover all aspects of solid waste management from a life cycle perspective. It begins with waste
generation from municipal and industrial sources, waste characterization, and relevant regulations and policy. Next, practices
for source reduction, waste separation, and material recycling, as well as waste collection and transport, will be introduced. In
Part Three, mainstream treatment and disposal techniques such as composting, anaerobic digestion, landfills, and incineration
will be discussed in details. Finally, the application of system engineering tools for sustainable solid waste management will
be discussed. The course will emphasize engineering design, policy, and techno-economic evaluation of different management
alternatives.
This course is designed for upper-level undergraduate students majoring in science and engineering. It shares with
ESE 571, which is offered as a graduate level course. Graduate students enrolled in ESE 571 need to conduct a research project
and finish advanced questions in exams, additional to the requirements for undergraduate students.
Learning Objectives:
This course aims to provide students with a working knowledge of the whole process and unit operations constituting
solid waste management. Students are expected to integrate economic, environmental, regulatory, policy, and technical
considerations into the development of engineering designs of solid waste processes and systems. Below are the key
knowledge and skills:
•
Knowledge:
(1) Understand the types and characteristics of solid wastes generated from municipal and industrial sources;
(2) Understand the regulation and policy framework in solid waste management;
(3) Understand the mainstream waste treatment options and the involved physical, chemical, and biological processes.
•
Skills:
(1) Be able to design and evaluate waste collection and transport routes;
(2) Be able to design bioreactors of composting and anaerobic digestion, and landfills;
(3) Be able to perform techno-economic analysis of certain waste treatment systems;
(4) Have improved oral and written communication and critical thinking skills.
Format:
The format of this course includes lectures, classroom discussion, assignments, field trips, term projects, and
comprehensive exams. Comprehension of topics and concepts in this course requires extensive reading of the textbook and
supplemental materials. Analytical skills will be demonstrated and developed via problems, projects, and exams.
Week
Topics
Note
1
Introduction – overview of solid waste management
10
2
Solid waste generation
Solid waste characteristics
3
Solid waste management policy & regulation
Source reduction of solid waste
4
Waste collection
Waste collection and oral presentation
5
Material recycling & recovery
Material recycling & recovery
6
Composting #1
Paper outline due
Composting #2
7
Field trip to Sierra Processing (Recycling Center)
Anaerobic digestion #1
8
Anaerobic digestion #2
Field trip to on-farm anaerobic digesters
Field trip #1 report
due
9
Spring or fall break
10
Landfill #1
Landfill#2
Field trip #2 report
due
11
Field trip to The Rapp Road Landfill
First paper draft due
Life cycle assessment
12
Life cycle assessment (guest lecture)
Field trip #3 report
due
Waste incineration: Waste-to-energy
13
Waste incineration: Waste-to-energy
Thermochemical treatments
14
Management tools – forecasting models
Management tools – programing models
15
Oral presentation of project paper
Electronic wastes
Final paper due
16
Plastic wastes
Elements of scientific writing
17
Final exam
Paper revision due
Class feedback due
Evaluation & Grading:
Grade components
Grading scheme
Attendance
5%
A: 90 – 100
B: 80 – 89
C: 70 – 79
D: 60 – 69
E: < 60 (fail)
Assignments
30%
Field trip reports
10%
Term project
(presentation + paper)
35%
Final
20%
11
Policies and Expectations:
(7) I conduct my class on the basis of mutual respect. I will respect you as students and listen to your thoughts, ideas
and questions. In return, I expect you to be respectful of the classroom by: arriving on time, not causing
disturbances, and respecting your classmates. Behavior that creates a hostile, offensive or intimidating environment
based on gender, race, ethnicity, color, religion, age, disability or sexual orientation will not be tolerated and will be
transferred to relevant offices in the U Albany.
(8) You must attend at least 75% of the session (>25% absence will automatically lead to fail, regardless of grades).
(9) Homework must be turned in by deadline, or will be subjected to 5% per day subtraction.
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to be professional
and cordial. Disruptive behavior in the classroom may be treated by the instructor as a violation of the U Albany Student
Code of Conduct, and subject to a formal Student Conduct Referral.
Attendance/Lateness/Use of Computers in class
Students are expected to attend every class and to arrive on time. Please DO NOT disrupt the class or labs by entering late
or leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence (not
approved by instructor prior to class) will result in a 2-point deduction from your class participation grade. Computers may
be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to apply the policies discussed
in this document to all electronic communications in the course.
Students With Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning
and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please notify the
Director of the Disability Resource Center (Campus Center 137, 442-5490). That office will provide the course instructor
with verification of your disability, and will recommend appropriate accommodations. For further information refer to the
University’s Disclosure Statement regarding Reasonable Accommodation found at the bottom of the document at the
following website: http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the link
under “Reasonable Accommodation Policy” at the following webpage http://www.albany.edu/disability/faculty-staff.shtml.
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning community,
it must continue to foster an environment free from gender inequality and sexual violence. In furthering its commitment to
that cause, the University has appointed a full time administrator to ensure our realization of this important agenda. Further
information can be found at the following U Albany url: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the University. Faculty
members must specify in their syllabi information about academic integrity, and may refer students to this policy for more
information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic pressures cannot be
excuses for violation of academic integrity. Students are responsible for familiarizing themselves with the standards and
behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and upholding them. Anything less
undermines the worth and value of our intellectual work, and the reputation and credibility of the University at Albany
degree. Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic Integrity and
policies in the Undergraduate Bulletin (http://www.albany.edu/undergraduate_bulletin/regulations.html). The standards
described in this document will be applied in this course relating to academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit original work. While
you may discuss a problem with another student, the work you submit must be your own. Any student who submits copied
work or any student that provides work for copying will earn a zero grade for that assignment. If there is more than one
12
copying incident, the student will be graded an F for the class. As per college policy, cheating activity will be reported to the
college administration.
13
University at Albany / Environmental and Sustainable Engineering
Air Pollution Control
3 Credits
ESE 431/531
Meeting Time: MW 2:45-4:05
Location: PH0116
Instructor
Md. Aynul Bari
Instructor Title
Assistant Professor
Office Location
UAB 232A
Office Hours
TBD
E-mail Address
mbari@albany.edu
TEXTBOOK: Air Pollution Control Engineering, Third Edition, Noel de Nevers, Waveland Press, 2017
ISBN-13: 978-1478629054
ISBN-10: 1478629053
Recommended but not required
1. “Air Pollution Control: A Design Approach”, 4th Edition, Cooper and Alley, Waveland Press, 2010.
2. “Air Quality”, 5th Edition, Godish, Davis and Fu, CRC Press, 2014.
COURSE DESCRIPTION / OVERVIEW
This course provides a detailed coverage of two key components: information on air pollutants and design training on how to
control air pollution. Air pollutants, such as particulate matter, volatile organic compounds, sulfur dioxide, nitrogen oxides will
be presented in detail. The corresponding control technologies are then introduced to remove these contaminants from air. In
addition, control of greenhouse gas emissions and indoor air pollutants are included as well. All of these discussions reflect the
most recent information on U.S. air quality trends and standards.
PREREQUISITES
An introductory chemistry and engineering, A ATM 210 or permission of instructor.
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course, students will be able to:
1. Develop knowledge of major air quality issues in urban and rural areas.
2. Understand origin, sources and effects of air pollution.
3. Understand fundamental design concepts in the context of ambient and indoor air quality.
4. Demonstrate methods for controlling stationary source emissions.
5. Demonstrate methods for controlling mobile source emissions and indoor air pollutants.
6. Strengthen verbal and written communication and critical thinking skills.
7. Explain air pollution control methods to the professional society and concepts to general public.
COURSE WEBSITE AND BLACKBOARD:
Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents and no
separate course website will be maintained. However, this is not an online course and class attendance is essential and
required.
14
ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed by evaluating students’ homework assignments, quizzes, exams,
design project/presentation and case study reports. These evaluations will be conducted throughout the whole semester in
order to adjust the depth of teaching materials and pace of delivery to maximize students’ learning outcomes.
Grading:
A final grade will be determined as a weighted average of these scores using the following weights:
Grading Scale:
A: 93-100
A-: 90-92
B+: 87-89
B: 83-86
B-: 80-82
C+: 77-79
C: 73-76
C-: 70-72
D+: 67-69
D: 63-66
D-: 60-62
E: < 60
The instructor may choose to re-curve the distribution, in favor of students.
Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end of the
semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from occurring. The
instructor will be the sole judge of whether an incomplete is warranted. Final grades are computed based on the above
formulas and are NOT negotiable. Per department policy, “…students may not submit additional work or be re-examined
for the purpose of improving their grades once the course has been completed and final grades assigned.”
Assignments:
Assignments are to be completed outside of class. Five assignments will be given, graded on a 10-point scale and will be
totaled together to account for 10% of the final grade.
Quizzes:
Both scheduled and pop quizzes (each 10 minute) will be administered throughout the semester.
Design project/presentation:
Students will conduct a semester-long design project using monitoring data to identify air pollution issues, to assess the
state-of-the-art air pollution control methods being used and propose/design appropriate strategy to reduce air pollution. A
final report (10-12 pages, including figures and tables but excluding references) will be due at the end of the semester. A 10-
minute seminar presentation will be required to present design project. Everyone will be assessed by the students and the
instructor to judge their ability to effectively communicate their research project though a presentation. The topics will be
posted in the class and/or in the Blackboard. Students enrolled in ESE 431 will work in pairs. Graduate students enrolled in
ESE 431
ESE 531
Homework
10%
10%
Quiz
5%
5%
Mid-term
25%
20%
Design project and presentation
30%
20%
Case study
-
20%
Final exam
25%
20%
Attendance
5%
5%
15
ESE 531 will complete the project individually.
Case study:
Graduate students enrolled in ESE 531 will complete a case study focusing current local air quality problem and its potential
solutions. Topics will be selected in consultation with the instructor. Students will be expected to deliver a short in-class
presentation (10-minute) and a research paper (15-20 pages, including figures and tables but excluding references) will be
due at the end of the semester.
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to be professional
and cordial. Disruptive behavior in the classroom may be treated by the instructor as a violation of the U Albany Student
Code of Conduct, and subject to a formal Student Conduct Referral.
Attendance/Lateness/Use of Computers in class
Students are expected toattend every class and to arrive on time. Please DO NOT disrupt the class or labs by entering late or
leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence (not
approved by instructor prior to class) will result in a 2-point deduction from your class participation grade. Computers may
be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to apply the policies discussed
in this document to all electronic communications in the course.
Students With Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning
and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please notify the
Director of the Disability Resource Center(Campus Center 137, 442-5490). That office will provide the course instructor
with verification of your disability, and will recommend appropriate accommodations. For further information refer to the
University’sDisclosure Statement regarding Reasonable Accommodation found at the bottom of the document at the
following website:http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the link under
“Reasonable Accommodation Policy” at the following webpage http://www.albany.edu/disability/faculty-staff.shtml.
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning community,
it must continue to foster an environment free from gender inequality and sexual violence. In furthering its commitment to
that cause, the University has appointed a full time administrator to ensure our realization of this important agenda. Further
information can be found at the following U Albany url: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the University. Faculty
members must specify in their syllabi information about academic integrity, and may refer students to this policy for more
information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic pressures cannot be
excuses for violation of academic integrity. Students are responsible for familiarizing themselves with the standards and
behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and upholding them. Anything less
undermines the worth and value of our intellectual work, and the reputation and credibility of the University at Albany
degree. Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic Integrity and
policies in the Undergraduate Bulletin (http://www.albany.edu/undergraduate_bulletin/regulations.html). The standards
described in this document will be applied in this course relating to academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit original work. While
you may discuss a problem with another student, the work you submit must be your own. Any student who submits copied
work or any student that provides work for copying will earn a zero grade for that assignment. If there is more than one
copying incident, the student will be graded an F for the class. As per college policy, cheating activity will be reported to the
college administration.
16
COURSE OUTLINE AND READINGS:
The following schedule of lecture topics and reading assignments is preliminary and may be changed as the semester
progresses. The final schedule and specific homework, assignments and reading materials will be provided in Blackboard.
Students are expected to have read the listed material before it is covered in class.There will be additional readings related to
certain course topics.
Week
Topics
Note
Week 1
Introduction to Air Pollution Control
Week 2
Air Pollution Effects, Air Pollution Laws and Regulations
Week 3
Origin and Sources of Air Pollution
Week 4
Air pollution Measurements, Emission Estimates
Homework 1 due
Week 5
General Ideas in Air Pollution Control
Week 6
Control of Stationary Sources (Particulate Emissions)
Week 7
Control of Stationary Sources (Volatile Organic Compounds)
Homework 2 due
Week 8
Review and Midterm Exam
Week 9
Spring Break
Week 10
Control of Stationary Sources (Sulfur Oxides)
Homework 3 due
Week 11
Control of Stationary Sources (Nitrogen Oxides)
Week 12
Control of Mobile Sources
Homework 4 due
Week 13
Indoor Air Quality and Control
Week 14
Control of Greenhouse Gas Emissions
Homework 5 due
Week 15
Case Studies of Air Pollution Control
Week 16
Design Project/Case study Presentation
Project-paper due
Week 17
Final Exam
Research paper due
17
University at Albany / Environmental and Sustainable Engineering
Sustainable Air Pollution Management
3 Credits
ESE 533
Meeting Time: MW 2:45-4:05
Location: PH0116
Instructor
Md. Aynul Bari
Instructor Title
Assistant Professor
Office Location
UAB 232A
Office hours
TBA
E-mail Address
mbari@albany.edu
TEXTBOOK: No textbook is required for this class.
Recommended but not Required
3. “Sustainable Air Pollution Management – Theory and Practice”, 1st Edition, Chandrappa, R., Kulshreshta, U.C., Springer,
2016.
4. “Air Quality”, 5th Edition, Godish, Davis and Fu, CRC Press, 2014.
5. “Air Pollution Control: A Design Approach”, 4th Edition, Cooper and Alley, Waveland Press, 2010.
COURSE DESCRIPTION / OVERVIEW
This course introduces basic understanding of causes and effects of air pollution, the theories and practices of sustainable air
pollution management, and provides energy-efficient and cost-effective strategies to reduce air emissions in order to achieve
sustainable air quality. Sustainable approaches for air pollution management in several sectors including industry, transportation,
indoor buildings will be discussed.
PREREQUISITES
An introductory chemistry and engineering or permission of instructor.
LEARNING OBJECTIVES / OUTCOMES:
At the completion of the course, students will be able to:
8. Develop knowledge of major air quality issues in urban and rural areas.
9. Understand origin, sources and effects of air pollution.
10. Understand fundamental sustainability concepts in the context of ambient and indoor air quality.
11. Demonstrate methods for controlling air emissions.
12. Demonstrate cost-effective approaches for sustainable ambient and indoor air quality.
13. Understand challenges, complexities and issues associated with sustainable approaches.
14. Strengthen verbal and written communication and critical thinking skills.
COURSE WEBSITE AND BLACKBOARD:
Blackboard will be used to provide essential course materials, the most current syllabus, and assignment documents and no
separate course website will be maintained. However, this is not an online course and class attendance is essential and
required.
ASSESSMENT AND POLICIES:
The accomplishment of course objectives will be assessed by evaluating students’ homework assignments, quizzes, exams,
term-paper and seminar presentation. These evaluations will be conducted throughout the whole semester in order to adjust
the depth of teaching materials and pace of delivery to maximize students’ learning outcomes.
18
Grading:
A final grade will be determined as a weighted average of these scores using the following weights:
Grading Scale:
A: 93-100
A-: 90-92
B+: 87-89
B: 83-86
B-: 80-82
C+: 77-79
C: 73-76
C-: 70-72
D+: 67-69
D: 63-66
D-: 60-62
E: < 60
The instructor may choose to re-curve the distribution, in favor of students.
Students must complete all requirements in order to pass the course. A grade of incomplete will be given only when
circumstances beyond the student's control cause a substantial amount of course work to be unfinished by the end of the
semester. Whenever possible, the student is expected to make extra efforts to prevent this situation from occurring. The
instructor will be the sole judge of whether an incomplete is warranted. Final grades are computed based on the above
formulas and are NOT negotiable. Per department policy, “…students may not submit additional work or be re-examined
for the purpose of improving their grades once the course has been completed and final grades assigned.”
Assignments:
Assignments are to be completed outside of class. Five assignments will be given, graded on a 10-point scale and will be
totaled together to account for 10% of the final grade.
Quizzes:
Both scheduled and pop quizzes (each 10 minute) will be administered throughout the semester.
Term research paper:
Write a 25-page term-paper (double-space, including figures and tables but excluding references) focusing air quality issues
and sustainable approaches or design practices to reduce air pollution. The topics will be posted in the class and/or in the
Blackboard.
Seminar presentation:
Prepare a 15 minute seminar presentation to present midterm research paper. Everyone will be assessed by the students and
the instructor to judge their ability to effectively communicate their research project though a presentation.
Student Conduct
Student and staff/faculty interactions in the classroom and other on-campus environments are expected to be professional
and cordial. Disruptive behavior in the classroom may be treated by the instructor as a violation of the U Albany Student
Homework
10%
Quiz
5%
Mid-term
25%
Term research paper
20%
Seminar presentation
10%
Final exam
25%
Attendance
5%
19
Code of Conduct, and subject to a formal Student Conduct Referral.
Attendance/Lateness/Use of Computers in class
Students are expected toattend every class and to arrive on time. Please DO NOT disrupt the class or labs by entering late or
leaving early without instructor approval. Attendance will be taken at every class meeting. Each unexcused absence (not
approved by instructor prior to class) will result in a 2-point deduction from your class participation grade. Computers may
be used during class for note taking as long as the use is not disruptive or distracting. Also see
http://www.albany.edu/health_center/medicalexcuse.shtml.
Responsible Computing
Students are required to read the University at Albany Policy for the Responsible Use of Information Technology
(http://www.albany.edu/its/policies_responsible_use_of_IT.htm). Students will be expected to apply the policies discussed
in this document to all electronic communications in the course.
Students With Disabilities
Reasonable accommodations will be provided for students with documented physical, sensory, systemic, cognitive, learning
and psychiatric disabilities. If you believe you have a disability requiring accommodation in this class, please notify the
Director of the Disability Resource Center(Campus Center 137, 442-5490). That office will provide the course instructor
with verification of your disability, and will recommend appropriate accommodations. For further information refer to the
University’sDisclosure Statement regarding Reasonable Accommodation found at the bottom of the document at the
following website:http://www.albany.edu/disability/docs/RAP.doc. This website can be reached by following the link under
“Reasonable Accommodation Policy” at the following webpage http://www.albany.edu/disability/faculty-staff.shtml.
Title IX
The University at Albany recognizes that an in order to maintain a healthy, safe, and vibrant living and learning community,
it must continue to foster an environment free from gender inequality and sexual violence. In furthering its commitment to
that cause, the University has appointed a full time administrator to ensure our realization of this important agenda. Further
information can be found at the following U Albany url: http://www.albany.edu/titleIX/indexmain.php
Academic Honesty and Overall Regulations
Every student has the responsibility to become familiar with the standards of academic integrity at the University. Faculty
members must specify in their syllabi information about academic integrity, and may refer students to this policy for more
information. Nonetheless, student claims of ignorance, unintentional error, or personal or academic pressures cannot be
excuses for violation of academic integrity. Students are responsible for familiarizing themselves with the standards and
behaving accordingly, and UAlbany faculty are responsible for teaching, modeling and upholding them. Anything less
undermines the worth and value of our intellectual work, and the reputation and credibility of the University at Albany
degree. Plagiarism and other acts of academic dishonesty will be punished. Read the Standards of Academic Integrity and
policies in the Undergraduate Bulletin (http://www.albany.edu/undergraduate_bulletin/regulations.html). The standards
described in this document will be applied in this course relating to academic honesty and overall regulations.
Plagiarism and other acts of academic dishonesty will be punished. Students are expected to submit original work. While
you may discuss a problem with another student, the work you submit must be your own. Any student who submits copied
work or any student that provides work for copying will earn a zero grade for that assignment. If there is more than one
copying incident, the student will be graded an F for the class. As per college policy, cheating activity will be reported to the
college administration.
20
COURSE OUTLINE AND READINGS:
The following schedule of lecture topics and reading assignments is preliminary and may be changed as the semester
progresses. The final schedule and specific homework, assignments and reading materials will be provided in Blackboard.
Students are expected to have read the listed material before it is covered in class.There will be additional readings related to
certain course topics.
Week
Topics
Note
Week 1
Introduction, Key Concepts, Major Issues of Air Pollution
Week 2
Origin and Sources of Air Pollution
Week 3
Air Pollution Laws and Regulations
Homework 1 due
Week 4
Needs and Perspectives of Sustainable Air Pollution Management
Week 5
Fundamentals of Treatment and Design Principles for Sustainable
Air pollution Management
Week 6
Air Pollution Control for Stationary and Mobile Sources
Homework 2 due
Week 7
Sustainable Industrial Air Pollution Management
Week 8
Review and Midterm Exam
Week 9
Spring Break
Week 10
Sustainable Transportation and Air Quality
Homework 3 due
Week 11
Sustainable Fuel Management
Week 12
Sustainable Indoor Air Quality-Green Buildings
Homework 4 due
Week 13
Sustainable and Smart Communities/Cities
Week 14
Safety Issues in Sustainable Air Pollution Management
Homework 5 due
Week 15
The Role of Policy and Media on Sustainable Air Quality
Week 16
Seminar Presentation
Term-paper due
Week 17
Final Exam
21
University at Albany / Environmental and Sustainable Engineering
ESE 502
Bioprocess Engineering
Instructor: Dr. Paul Millard
Office: UAB 232
Phone: 518-437-4975 (office)
E-mail: pmillard@albany.edu
Office Hours: 9:30-12:30 MWF or by appointment
Course Description: Application of chemical engineering principles to systems utilizing enzymes, bacteria, fungi, and
animal cells for processing. Applications related to food, pharmaceutical and fermentation industries will be discussed.
Required Text: Bioprocess Engineering, Basic Concepts, 2nd Edition, Michael L. Shuler and
Fikret Kargi, 2001, Prentice Hall P T R.
References:
Lehninger Principles of Biochemistry, 5th Edition, David L. Nelson and Michael M.
Cox, 2004, W. H. Freeman.
PREREQUISITES
ESE 515 Biological Treatment Processes
COREQUISITES
None
Course Objectives
The course is designed to provide an introduction to the underlying principles of microbial physiology and to show
how this relates to biochemical and bioprocess engineering. A range of biological systems, biochemical
mechanisms, and control processes are presented.
Students will:
• Become familiarized with the diversity and basic characteristics of organisms utilized in bioprocessing
• Understand the fundamental properties of enzymes and be able to characterize the basic kinetic parameters
of specific enzyme-mediated processes
• Understand the effects of immobilization and modification on simple enzyme systems
• Understand the fundamental anabolic and catabolic biochemical pathways and modes of metabolic
regulation in living cells, as well as energy-producing systems common to microorganisms and higher
organisms
• Become thoroughly familiarized with techniques used to culture microorganisms and animal cells,
including batch culture, continuous culture, perfusion systems, cell immobilization, sterilization, and
process control
• Be able to use stoichiometric calculations to predict process requirements and yield
• Be introduced to molecular methods used in genetic engineering of microorganisms
• Be familiar with methods used for cell concentration and disruption, and recovery and purification of
products
• Be able to compare the efficiency and economic advantages/disadvantages of bioprocesses
22
Electronic Learning
Course information will be maintained on Blackboard. Information such as a calendar with exam dates/times,
homework assignments, and class handouts will be posted. All lectures will be in Microsoft PowerPoint format,
most with narration, and will be posted on the server throughout the semester.
Homework: There will be at least five homework assignments. Completed assignments must be submitted on time
for full credit and will be reviewed following submission. Late submissions will drop 20% for each day after the
due date.
Exams: Three examinations of equal weight will be given, two during the regular term and one during the week of
final examinations.
Grading Policy:
Course grades are based on the following:
Exam #1:
100 pts
Exam #2:
100 pts
Exam #3:
100 pts
Project:
50 pts
Homework Assignments:
100 pts
TOTAL
450 pts
Minimum letter grades are assigned on the basis of the total accumulated points:
A 93%
C 73%
A- 90%
C- 70%
B+ 87%
D+ 67%
B 83%
D 63%
B- 80%
D- 55%
C+ 77%
E <55%
Special Circumstances:
In the event of disruption of network services due to unforeseen circumstances, the
format of this course may be modified to enable completion of the course. In that event, you will be provided an
addendum to the syllabus that will supersede this version.
Contingency Plan:
In the event of an extended disruption of normal classroom activities, the format for this course may be modified
to enable its completion within its programmed time frame.
Students with Disabilities:
If you have a disability for which you may be requesting an accommodation, please contact Disabilities Services.
Sexual Discrimination Reporting:
The University at Albany is committed to making campus a safe place for students. Because of this commitment,
if you tell a teacher about an experience of sexual assault, sexual harassment, stalking, relationship abuse
(dating violence and domestic violence), sexual misconduct or any form of gender discrimination involving
members of the campus, your teacher is required to report this information.
Course Schedule:
The following is an EXAMPLE SCHEDULE. The finalized schedule is likely to change over the course of the
term. In addition, in the event of an extended disruption of normal classroom activities, the format for this course
may be modified to enable its completion within its programmed time frame. In that event you will be provided an
addendum to the syllabus that will supersede this version.
23
24
TENTATIVE COURSE OUTLINE
Dates
Topics
Readings
Week 1
Introduction
Week 2
Bioprocess/Biological basics
Chapters 1&2
Week 3
Enzyme Kinetics
Chapter 3
Week 4
Catalysis/Proposal analysis
Chapter 3
Week 5
Cell Physiology and Reproduction
Chapter 4
Week 6
Metabolic Pathway
Chapter 5
Week 7
Microbial Growth Kinetics/ Midterm
Chapter 6
Week 8
How cellular information is altered/Mid-
term presentation
Chapter 8
Week 9
Break
Week 10
Operating bioreactors
Chapter 9
Week 11
Bioreactor Scale-up
Chapter 10
Week 12
Downstream processes
Chapter 11
Week 13
Animal/plant cell cultures
Chapter 12/13/14
Week 14
Bioremediation of contaminated
soils/aquifers
Week 15
Review/Proposal Presentations
Week 16
Final examination
25
