Prerequisites vary with respect to topic. General skills are:

Basic principles of environmental engineering

Basic principles of environmental fluid mechanics

Mass balance techniques

Basic organic and inorganic chemistry

Basic knowledge of environmental engineering unit processes

Basic computer spreadsheet application

Course objective is to address a topic not present in the current CEE curriculum, or to provide more depth of study in an important area of environmental engineering. Specific learning goals vary with the topic. For the most recent offering, "Environmental Modeling" (Spring 1999), the students were expected to model fate and transport of environmental contaminants in ideal/nonideal reactors and natural settings, using a variety of analytical and numerical approaches. Through many example problems, students were expected to master the general mass balance equation - and apply it for various reactor configurations, system chemistry, input and boundary conditions. The students were asked to consider three aspects of environmental modeling: simulation (prediction), load allocation (design), and assimilation (determining changes in parameters needed to obtain a suitable output for a fixed load). Finally, the students were expected to present a modeling example before class and in a report. For the modeling project, students worked in pairs and were expected to demonstrate various levels of the modeling exercise for their problem (such as problem formulation, data gathering, verification, calibration, and sensitivity analyses).

Topics vary with overall course topic. For the most recent offering, "Environmental Modeling", the topics were:

- ideal reactor models (CSTR, PFR with reaction and storage)

- nonideal reactor models (dispersion model, N-CSTR)

- residence time distribution and segmented flow modeling

- reaction kinetics

- first-order reaction and flow networks

- compartment modeling and the application "ModelMaker"

- analysis of feedback and diffusive source systems

- neutralization, incorporation of equilibrium relations in transport models

- dissolved oxygen dynamics in streams and load allocation

- eutrophication and nutrient load modeling

- numerical integration via Runge-Kutta and Finite Differences

- rate limited sorption / desorption with reaction

- staged separations

Students meet with instructor 3 times per week for 50 minute lectures for whole semester. Class format varies with topic. Normally, classes are taught without a dedicated lab or discussion period, although some lecture periods may be used for computer lab exercises and field trips.

The following statement indicates which of the following considerations are included in this course: economic, environmental, ethical, political, societal, health and safety, manufacturability, sustainability.

The course is used to provide more depth of study in environmental engineering, and to provide instruction on topics that are not a part of the standard undergraduate or graduate curriculum.

The course objectives vary with topic. For the most recent offering, "Environmental Modeling", the course objectives related to the program objectives by engaging students in design and simulation exercises. Students were asked to consider alternatives and the sensitivity of the modeled state variable with respect to input parameters. Fundamentals associated with engineering mathematics and chemistry are commonly addressed in this course, relating to the overall program objective of improving the students' ability to manage complex problems with a good understanding of the underlying physical, chemical, and biological principles.

Assessment strategies vary with the topic. For the most recent offering, the student ability was assessed in terms of accuracy of modeled solutions and competency with regard to the use of common calibration and verification measures. In addition, students were evaluated on their ability to compose a mechanistic model from simple conditions within the reactors, at the input, and at the boundaries. Also, students were expected to reiterate the main physical and chemical process assumptions that were used to compose conventional models. Finally, students were evaluated on their ability to communicate a modeling problem and their solution via a written report and an oral presentation. The relative weight of the numerical course grade placed on exams, homework, and the project was approx. 50%, 40%, and 10%, respectively.

Student progress was assessed from the student's ability (measured largely by homework) to compose, implement, and modify conventional models for surface water quality modeling. Student work was graded soon after the work was submitted, and a summative assessment was given by the instructor (explaining common pitfalls, valid approaches, and more elaborate solutions). These concepts were reinforced and measured again with three exams. Finally, a standard course evaluation was used to determine whether student's individual learning goals were achieved.