University of Windsor Program Development Committee

Transcription

1 University of Windsor Program Development Committee PDC : Engineering Program/Course Changes (Forms 3, 4 and 5) Item for: Approval MOTION 1: That the degree requirements for the Bachelor of Applied Science in Environmental Engineering, and Co-op be changed according to the program/course change forms.* MOTION 2: MOTION 3: That the degree requirements for the Bachelor of Applied Science in Civil Engineering, and Co-op be changed according to the program/course change forms.* That the following course addition be made*: Hydrogeological Engineering Hydrological and Hydraulic Modeling Transportation Planning and Modeling Stress Analysis *Subject to approval of the expenditures required. Approvals/Rationale: These changes have been approved by the appropriate AAU Councils and the Faculty of Engineering Faculty Coordinating Council (March 25, 2010). The proposed 3 rd and 4 th -year curriculum for Civil and Environmental Engineering builds on the realignment of courses in the 1 st and 2nd-year engineering curriculum previously approved by Senate. The realignment increases the design content of the program in accordance with the requirements of the Canadian Engineering Accreditation Board (CEAB) by the new accreditation requirements of the Canadian Engineering Accreditation Board and by the Undergraduate Program Review (UPR). A new numbering system has been introduced for Civil and Environmental engineering courses: (AB-YSC) = AB is the Program, Y is the year, S is the semester in the program, and, C is a course specific number) Students will need to be carefully advised to ensure that they follow the appropriate curriculum based on their year of study. See attached. Page 1 of 41

2 TITLE OF PROGRAM/CERTIFICATE: Bachelor of Applied Science in Environmental Engineering, and Co-op DEPARTMENT/SCHOOL: Civil and Environmental Engineering FACULTY: Engineering Proposed change(s) effective as of: Fall 2010 PART A PROGRAM REQUIREMENT CHANGES Please provide the current program requirements and the proposed new program requirements by cutting and pasting from the current undergraduate or graduate web calendar ( and clearly marking deletions with strikethrough (strikethrough) and additions/new information with bolding and underlining. Example: Major requirements: , , , , , , plus three additional courses at the 300-level or 400-level. Current Curriculum - Bachelor of Applied Science in Environmental Engineering, Year 3 Fall Term (Semester 5) Year 3 Winter Term (Semester 6) Engineering Economy Hydrology I Fluid Mechanics and Hydraulics Transport Phenomena Soil Mechanics Occupational Hygiene and Safety Thermodynamics Air Pollution control Environmental Chemical Analysis Environmental Law Elective* Elective* Year 4 - Winter Term (Semester 7) Year 4 Summer Term (Semester 8) Capstone Design Project Engineering and Society Water/Wastewater Col Capstone Design Project Environmental Engineering Microbiology Solid Waste Mgmt Hydrogeology Water/Wastewater Treat Chemical Reaction Engineering Environmental Assessment One Technical Elective** Co-op students Only Year 3 Summer Term Year 4 Fall Term Work Term III Work Term IV Technical Electives Hydraulics I Manufacturing Technology and Process Engineering Measurements Effects and Control/Noise Revised Curriculum: - Bachelor of Applied Science in Environmental Engineering, Year 3 - Fall (Semester 5) Year 3 Winter (Semester 6) Engineering Economy Biological Diversity Fluid Mechanics Hydrology Stress Analysis (New Course Proposal) Transport Phenomema Geotechnical Engineering I Air Pollution Control* Thermodynamics Water/Wastewater Treatment Environmental Chemical Analysis Materials Recovery/Waste Management Year 4 - Winter (Semester 7) Year 4 - Summer (Semester 8) Hydraulics Engineering and Society Capstone Design Capstone Design Water Dist./Wastewater Coll Sustainability in Engineering Chemical Reaction Engineering Hydrogeological Engineering (New Course Proposal) Environmental Engineering Microbiology Technical Elective Non-Technical Elective Co-op students Only Page 2 of 41

3 Year 3 Summer Term Year 4 Fall Term Work Term III Work Term IV Technical Electives: Geotechnical Engineering II Transportation Planning Planning and Construction Management Engineering Measurements Heat Transfer Environmental Effects and Control of Noise Note: A new numbering system has been introduced for Civil and Environmental engineering courses. For courses which are simply renumbered, the old number is struck out and the new number should in bold and underline. For new courses, or courses with a new name, the name of the course is also added, bolded and underlined. RATIONALE The proposed 3 rd and 4 th -year curriculum for Environmental Engineering builds on the realignment of courses in the 1 st and 2nd-year engineering curriculum. It increases the design content of the program in accordance with the requirements of the Canadian Engineering Accreditation Board (CEAB) by the new accreditation requirements of the Canadian Engineering Accreditation Board and by the Undergraduate Program Review (UPR). As noted in the table below, the changes arise from merging courses, and the movement of courses from/to other semesters. The modified curriculum in fact resembles aspects from the Environmental Engineering curriculum prior to Changes in 2001 were introduced to attract students who may have been interested in pursuing medical studies: that change did not attract additional students to the Environmental Engineering Program. These current revisions do not alter the overall program goals. Rationale for Revision for Bachelor of Applied Science in Environmental Engineering, and Co-op Revision Note Renumbered courses: New numbering system works as follows: becomes AB-YSC becomes AB is the Program (93 is Environmental Engineering, 87 is Civil becomes crosslisted with Engineering, etc.) becomes Y is the year becomes S is the semester in the program becomes C is a course specific number becomes Renumbered and renamed courses: Name changed to reflect more closely the course content becomes Sustainability in Engineering. (Also offered as ) Renumbered, renamed and moved: Reduced student load in semester 8 to 5 courses from 6. Management and moves from semester 8 to semester 6 Crosslisted course: becomes crosslisted with Materials Recovery and Waste Management Renumbered, course content change and contact hour change: becomes becomes Crosslisted course: becomes Air Pollution Control must now include some concepts in nomenclature of organic compounds which previously was covered in Organic Chemistry (deleted from Year 2 Environmental Engineering program in 2009). Lecture hours changes from 2 to 3 per week Environmental Engineering Microbiology now includes a laboratory from (deleted in 2009) Water and Wastewater Treatment must now include lab content from Introduction to Environmental Engineering (deleted in 2009). Course hours increased from 2 lecture/ 2 lab/tutorial per week to 3 lecture/ 3 lab/tutorial per week. Concepts in this course are used by students in Capstone Design Project, justifying moving it from semester 8 to semester 6. Page 3 of 41

4 Added: Biological Diversity was previously taken by Environmental Engineering students in second year. In the revisions to first and second year in 2009, it was deleted to unify the courses taken by Environmental Engineers and Civil Engineers in 2 nd year. Since understanding of ecology is important for Environmental Engineers, was added to the 3 rd year of the Environmental Engineering program. A non-technical elective Deleted: Occupational Hygiene and Safety Environmental Law A non-technical elective was added in semester 7 which results in a total of two non-technical electives in the Environmental Engineering program.(one in semester 3 and one in semester 7)... Fewer than this may cause the program to be considered inflexible by the CEAB is not required for Environmental Engineers according to the Engineers Canada exam syllabi. Basic understanding of Occupational Health and Safety, and engineers role in health and safety is covered by an on-line component in should be added to the list of acceptable non-technical electives and Environmental Engineering students will be encouraged to take it replaced with is offered by Earth Sciences, and had been taken by Environmental Engineering students as a required course successfully until Students are now being interviewed by Earth Sciences prior to being enrolled in the course, and require a separate sign-in to register for the class. There have also been registration issues into this course previously. This uncertainty as to whether students can enrol in this required course led the department of Civil and Environmental Engineering to develop and offer Hydrogeological Engineering, which has more engineering design content and will better serve the education and future professional needs of our students. RESOURCES AVAILABLE Faculty and Staff What are the faculty and staff resources (including all faculty and staff from affected areas/departments) currently available and committed to actively support the revised program (e.g., administrative, teaching, supervision, etc.)? There will be an internal re-allocation in the department, since is deleted and is added. Provide an assessment of faculty expertise available and committed to actively support the revised program. The faculty members that have been assigned to teach new courses are: Dr. Tirupati Boliseti (CEE) has taught civil engineering courses in the area of water resources since His PhD was in the area of groundwater contamination and directly applied hydrogeological concepts. He is a Professional Engineer in Ontario. He will teach Hydrogeological Engineering. Other Resources What are the resources currently available and committed to actively support the revised program (including library, teaching and learning support, space, equipment, facilities, GA/TAs, etc.)? Current laboratory resources and GAs will continue to be used. What are the student support services currently available and committed to actively support the initiative? The department has a designated undergraduate coordinator to advise undergraduate students. Reliance on Resources from Another Area/Unit Will the program change rely on existing resources of another campus unit (e.g., faculty teaching, equipment or facilities outside the proposer s control or use of existing equipment within the proposer s control with maintenance and upgrading requirements specified)? Please elaborate and provide relevant details. As mentioned above, Environmental Engineering students currently take Biological Diversity. Under this change, they will take it in third year instead of second. Page 4 of 41

5 REALLOCATION OF RESOURCES AND COST-SAVINGS In reviewing the resources required to run the revised program, what opportunities for internal reallocation of resources and cost-savings have been identified and pursued by the area/department (e.g., streamlining existing programs and courses, deleting courses, etc.)? The reorganisation of the third and fourth year curriculum allows an overall reduction from 24 to 23 courses. The Environmental Engineering program is constrained from further reductions because of CEAB criteria. The minimum number of academic units (AUs) is prescribed. ADDITIONAL RESOURCES REQUIRED Faculty and Staff What additional faculty and staff resources are required to run the revised program? None. Although graduate course offerings could be improved with additional faculty. GA/TAs What additional GA/TA resources (including GA/TA resources required by all affected areas/departments) are required to run the revised program? The increase in laboratory hours in will require one or two additional GAs is a required course for Civil Engineering students as well as Environmental Engineering students. Library What additional library resources (including library resources required by all affected areas/departments) are required to run the revised program? Because no new content areas have been added to the program, no additional library resources are required. Teaching and Learning Support What additional teaching and learning support resources (including teaching and learning support resources required by all affected areas/departments) are required to run the revised program? No additional teaching and learning support services are required. Student Support Services What additional student support services are required to run the proposed program? No additional student support services are required by the program. Space and Facilities What additional space and facility resources (including space and facility resources required by all affected areas/departments) are required to run the revised program? Laboratory facilities for Water and Wastewater Treatment exist in Civil and Environmental Engineering (previously used for ). Equipment What additional equipment (including equipment resources required by all affected areas/departments) is required to run the revised program? The equipment for the laboratories in will be used for the additional laboratory experiences in and There is ongoing purchase of disposable items for these laboratories. Consistency with Five Year Plan Are the resources requested consistent with the resources requested in, and the focus of, the area s Faculty Five Year Plan? Yes. Page 5 of 41

6 TITLE OF PROGRAM/CERTIFICATE: Bachelor of Applied Science in Civil Engineering, and Co-op DEPARTMENT/SCHOOL: Civil and Environmental Engineering FACULTY: Engineering Proposed change(s) effective as of: Fall 2010 PART A PROGRAM REQUIREMENT CHANGES Please provide the current program requirements and the proposed new program requirements by cutting and pasting from the current undergraduate or graduate web calendar ( and clearly marking deletions with strikethrough (strikethrough) and additions/new information with bolding and underlining. Example: Major requirements: , , , , , , plus three additional courses at the 300-level or 400-level. Current Curriculum - Bachelor of Applied Science in Civil Engineering Year 3 - Fall (Semester 5) Year 3 Summer Term (Semester 6) Engineering Economy Transportation and Traffic Engineering Structural Analysis I Concrete Design II Concrete Design I Stress Steel Design Fluid Mechanics and Hydraulics Geotechnical Engineering Soil Mechanics Resource Management Planning and Construction Management One (1) Technical Elective Year 4 - Winter (Semester 7) Year 4 Summer Term (Semester 8) Hydrology I) Engineering and Society Capstone Design Project Capstone Design Project Stress Analysis and Design II Hwy. Design and Construction Hydraulics I Foundation Engineering Water/Wastewater Col. Two (2) Electives* One (1) Elective* Co-op students Only Year 1 Summer Term Year 2 Summer Term Work Term I (Work Term II) Year 3 Winter Term Year 4 Fall Term Work Term III (Work Term IV) Technical Electives Stress Analysis III Stress Design III Timber and Masonry Control Theory I Solid Waste Management Water/Wastewater Treatment Hydrogeology Environmental Assessment Revised Curriculum - Bachelor of Applied Science in Civil Engineering Year 3 - Fall (Semester 5) Year 3 - Summer (Semester 6) Fluid Mechanics Masonry and Concrete Design Stress Analysis (New Course Proposal) Finite Element For Analysis and Design Structural Analysis Geotechnical Engineering II Concrete Design Structural Steel Design Page 6 of 41

7 Geotechnical Engineering I Transportation and Traffic Engineering Engineering Economy Year 4 - Winter (Semester 7) Year 4 - Summer (Semester 8) Capstone Design Capstone Design Water Distribution and Wastewater Collection Systems Highway Design and Construction Hydrology Engineering and Society Hydraulics Plan and Const Mgt Water and Wastewater Treatment Technical Elective (1) Non-Technical Elective Technical Elective (2) Co-op students Only Year 1 Summer Term Year 2 Summer Term Work Term I (Work Term II) Year 3 Winter Term Year 4 Fall Term Work Term III (Work Term IV) Technical Electives: Advanced Topics in Structural Design Sustainability in Engineering Hydrological and Hydraulic Modeling (New Course Proposal) Hydrogeological Engineering (New Course Proposal) Foundation Engineering Transportation Systems Analysis (New Course Proposal) Note: A new numbering system has been introduced for Civil and Environmental Engineering courses. For courses which are simply renumbered, the old number is struck out and the new number should in bold and underline. For new courses, or courses with a new name, the name of the course is also added, bolded and underlined. RATIONALE Please provide a rationale for the proposed change(s). The proposed 3 rd and 4 th -year curriculum for Civil Engineering builds on the realignment of courses in the 1 st and 2nd-year engineering curriculum. It increases the design content of the program in accordance with the requirements of the Canadian Engineering Accreditation Board (CEAB) by the new accreditation requirements of the Canadian Engineering Accreditation Board and by the Undergraduate Program Review (UPR). As noted in the table below, the changes arise from the merger of courses, and the movement of courses from/to other semesters. The modified curriculum aims at proposing a balanced coverage of the three four major topics in civil engineering: Structural Engineering, Water resources, Geotechnical Engineering and Transportation. Note: CEE developed a new consistent numbering system as follows: 87-YSC (Civil courses) and 93-YSC (Environmental courses) Y is the year (3 or 4) S is the semester in the program C is a course specific number Technical electives are renumbered 87-49C for civil and 93-49C for environmental courses. Rationale for revision to Bachelor of Applied Science in Civil Engineering, and Co-op Revision Note Page 7 of 41

8 Structural Analysis Renumbered courses and re-arranging materials becomes becomes New course: Technical elective deleted Structural Design Renumbered and renamed courses, material rearranged becomes becomes becomes Technical electives renamed and content changed becomes These courses are in the area of structural analysis. The material is distributed in a more consistent manner in the new courses. The use of commercial structural analysis software is included as part of the curriculum. The curriculum introduces the finite element method since most commercial software uses this technique. The course is moved from fourth to the third year to help students coping when learning the subject. The structure courses are delivered in two consequent semesters instead of being spread across two full academic years as before. This sequencing prepares better students to the capstone project when they start the course in the fourth year. The content of the old is no longer relevant due to the update and change in the new curriculum. This group of courses is training to structural design. The new curriculum introduced a new course in the second year dealing with materials in civil engineering (85-219). It is no longer necessary to cover materials in separate courses and thus it allows the consolidation of the content of (87-311, and (technical elective) into two new courses ( and ). The new curriculum introduced also training in the use of commercial software for designing structures. Technical elective removed Water Resources Renumbered, renamed and moved: becomes Crosslisted courses: becomes crosslisted with becomes crosslisted with New technical elective added Hydrological and Hydraulic modeling Geotechnical Engineering Renumbered, course content change becomes becomes Renumbered content modified and moved as technical elective becomes Transportation Renumbered, moved and some course content change: becomes becomes Technical elective added The course has been renumbered with minor modifications to suit the Engineers Canada syllabus is a new technical elective in the area of hydrology and hydraulics engineering. The course is aimed at training the students on practical applications of modeling tools. This training is expected to bridge the gap between the needs of civil/environmental engineering practice, particularly in the area of flood estimation, hydraulics of flood plain assessment and storm water management. The training imparted to the students through this course will be a great addition to integrate the knowledge gained in the foundation courses in the area of water resources- fluid mechanics, hydrology and hydraulics. The number of tutorial/laboratory hours increased from 1.5 to 3 hours for and from 2 to 3 for allowed expanding the material covered to include subjects in The new technical elective course is developed for advanced topics in geotechnical engineering and the use of computer-aided methods in designing foundations. The courses were re-numbered according to the new numbering system. The contents were modified to cover the contents of "Transportation Planning and Engineering" and "Highway Design, Construction, and Maintenance" recommended by the Canadian Engineering Qualifications Board of Engineers Canada. The course is offered as a fourth year technical elective to expand on the content offered in the third year Transportation Planning and Engineering Course. The Page 8 of 41

9 Water collection and treatment Crosslisted course: becomes crosslisted with Moved from technical electives to compulsory Construction and Management Renamed and moved becomes Removed Capstone Project Renamed becomes course is also designed to cover topics from the "Urban and Regional Planning" elective course recommended by the Canadian Engineering Qualifications Board of Engineers Canada The course is introduced as a compulsory course in the civil program to suit Engineers Canada syllabus. Most of our graduates start their career in the area of municipal engineering and water treatment will prepare them better to their first job moved from semester 5 to semester 8. It is expected that the students in semester 8 are aware of the technical aspects of a construction project. Management concepts will be better integrated if the students achieved a good understanding of the technical background of the implemented solution is no longer available from geography The renumbering is to maintain consistency with the new numbering system RESOURCES AVAILABLE Faculty and Staff What are the faculty and staff resources (including all faculty and staff from affected areas/departments) currently available and committed to actively support the revised program (e.g., administrative, teaching, supervision, etc.)? The changes of the new curriculum are mainly rearrangement of subjects between the courses. The teaching load will not be affected. No extra resources will be needed to deliver the new curriculum. The new curriculum proposes one technical elective course in the four area of civil engineering to suit the different needs of students. The faculty has the necessary expertise to deliver the teaching of these courses. Provide an assessment of faculty expertise available and committed to actively support the revised program. The faculty members that have been assigned to teach new courses are: Dr. Budkowska (CEE) teaches geotechnical engineering since she joined the Department in 1989, she will be in charge of the the two courses in this area. Dr. Budkowska holds a licence of Professional Engineer in Ontario. Dr. Faouzi Ghrib, Dr. Das, Dr. Cheng (CEE) are in charge of courses in the structure area. They taught analysis and design courses since they joined the University. Dr. Ghrib, Das and Cheng are Professional engineers in Ontario.Dr. Chris Lee and Dr. Hanna Maoh (CEE) expertise in the transportation area, they taught courses in transportation since they joined the Department in 2005 and Dr. Lee is licensed as Professional Engineer in Ontario.Dr. Tirupati Boliseti, Dr. Rupp Carriveau (CEE) have taught civil engineering courses in the area of water resources since 2006, Both of them hold a licence as Professional Engineer in Ontario. Other Resources What are the resources currently available and committed to actively support the revised program (including library, teaching and learning support, space, equipment, facilities, GA/TAs, etc.)? Current laboratory resources and GAs will continue to be used. What are the student support services currently available and committed to actively support the initiative? The department has a designated undergraduate coordinator to advise undergraduate students. Reliance on Resources from Another Area/Unit Will the program change rely on existing resources of another campus unit (e.g., faculty teaching, equipment or facilities outside the proposer s control or use of existing equipment within the proposer s control with maintenance and upgrading requirements specified)? Please elaborate and provide relevant details. The curriculum uses the general engineering courses and continues to include technical elective courses from the department of Mechanical Engineering Department. The list of non-technical electives did not change. REALLOCATION OF RESOURCES AND COST-SAVINGS Page 9 of 41

10 In reviewing the resources required to run the revised program, what opportunities for internal reallocation of resources and cost-savings have been identified and pursued by the area/department (e.g., streamlining existing programs and courses, deleting courses, etc.)? The reorganisation of the third and fourth year curriculum allows an overall reduction from 24 to 23 courses. Despite this reduction, the Civil Engineering program meets all the minimum CEAB criteria. The minimum number of academic units (AUs) is prescribed. ADDITIONAL RESOURCES REQUIRED Faculty and Staff What additional faculty and staff resources are required to run the revised program? None. GA/TAs What additional GA/TA resources (including GA/TA resources required by all affected areas/departments) are required to run the revised program? The increase in tutorial/laboratory hours in and will require one or two additional GAs is taken by both civil and environmental students. Library What additional library resources (including library resources required by all affected areas/departments) are required to run the revised program? Because no new content has been added to the program, no additional library resources are required. Teaching and Learning Support What additional teaching and learning support resources (including teaching and learning support resources required by all affected areas/departments) are required to run the revised program? No additional teaching and learning support services are required. Student Support Services What additional student support services are required to run the proposed program? No additional student support services are required by the program. Space and Facilities What additional space and facility resources (including space and facility resources required by all affected areas/departments) are required to run the revised program? It is not expected to use extra laboratory resources in comparison with the old curriculum. Equipment What additional equipment (including equipment resources required by all affected areas/departments) is required to run the revised program? No additional equipment will be required. Consistency with Five Year Plan Are the resources requested consistent with the resources requested in, and the focus of, the area s Faculty Five Year Plan? Yes. Page 10 of 41

11 FORM 4 NEW COURSE PROPOSAL NEW COURSE PROFILE Course # and Title: Hydrogeological Engineering Calendar Description Calendar descriptions should be written in the third person and should provide a general outline of the course material. Where appropriate, examples of topics or themes, which might be covered in the course, should also be provided Hydrogeological Engineering Fundamental physics and properties of groundwater flow in porous geologic material; anisotropy, heterogeneity. Introduction to the theory of groundwater flow; groundwater flow equations and patterns, recharge and discharge, flow nets, aquifer pumping, two-phase flow and well hydraulics. Aquifer development and management. Introduction to chemical hydrogeology and non-aqueous phase liquids, Wellhead protection. Numerical modeling concepts. (Prerequisites: and , or consent of instructor.) (3 lecture, 2 laboratory hours a week.) Other Course Information Please complete the following tables. Credit weight Total contact hours In-class e- learning Delivery format Distanc e Other flexible learning delivery [please specify] Breakdown of contact hours/week Lecture Tutorial Lab. Co-op/ practicum Prerequisites and Corequisites Antirequisites Crosslisted with: Required course Optional course Replacing old course [provide old course number] X (for X (for Civil) Environmental) 1. RATIONALE Course Goal(s) Please provide a statement about the purpose of the course within the program of study or as an option. The course aims to train the students on various aspects of groundwater flow and contamination. This is a replacement course for Hydrogeology, offered by Earth Sciences until now. This is a required course for Environmental Engineering undergraduates as per 2008 CEAB guidelines. LEARNING OUTCOMES Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in To Greater Heights by listing them in the appropriate rows. Please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course may not touch on each of the Characteristics. Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights.Information on learning outcomes is appended to this form (Appendix A) or may be accessed by clicking here. The information is also available in the Instructions and Approval Process Manual available on the PDC Website or through the Senate Office. Proposers are also strongly encouraged to contact the Office of the Vice-Provost, Teaching and Learning for assistance with the Page 11 of 41

12 articulation of learning outcomes. Course Learning Outcomes (see appendix A for more on learning outcomes) At the end of this program, the successful student will know and be able to: Canadian Engineering Accreditation Board -Graduate Attributes Criteria The institution must demonstrate that graduates of a program possess the following attributes: Characteristics of a University of Windsor Graduate A U of Windsor graduate will have the ability to demonstrate: Define hydrogeological problems. Interpret hydrogeological field data. Identify the driving mechanisms for groundwater flow and contaminant transport. Identify sources and types of pollutants. Calculate and convert units of concentration. Solve mass and energy balance problems as applied to groundwater flow and contaminant transport. Analyze pumping test data for simple cases. Apply basic concepts for elementary level real-life hydrogeological problems. Research and synthesize hydrogeological information and prepare hydrogeological report. Prepare design outline for groundwater investigations. Set up and run groundwater flow model (using MODFLOW or equivalent) for simple cases A Knowledge base for engineering - A university level mathematics, basic science, engineering fundamentals, and an engineering specialization Problem analysis - An ability to use appropriate knowledge and principles to identify, formulate, analyze, and solve complex engineering problems reaching substantiated conclusions Investigation - An ability to conduct investigations of complex problems by methods that include appropriate experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions Design - An ability to design solutions for complex, open-ended engineering problems, and to design systems, components, or processes that meet specified needs with appropriate attention to the assessment of health and safety risks, legislative/regulatory standards, cultural, societal, economic, and environmental considerations Use of Resources - An ability to use appropriate knowledge and principles to convert use, and manage human, material, and financial resources optimally through effective analysis, interpretation, and decision-making Use of Engineering Tools - An ability to create, select, apply, adapt, and extend appropriate techniques, resources, and modern engineering tools, including predictive models, to a range of engineering activities, from simple to complex, with an understanding of the associated limitations D. literacy and numeracy skills A. the acquisition, application and integration of knowledge B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy) C. critical thinking and problem-solving skills H. creativity and aesthetic appreciation C. critical thinking and problem-solving skills C. critical thinking and problem-solving skills Page 12 of 41

13 Students will complete a group project on a topic pertinent to their discipline. Students (in groups) are to prepare a research report for term project. Understand the process of setting environmental standards as applicable to groundwater. Recall basic Acts and Regulations regarding groundwater in Ontario/Canada Individual and Team Work - An ability to work independently and as a member and/or leader I diverse teams and in multi-disciplinary settings Communication - An ability to communicate effectively about complex engineering activities within the professional and with society at large, including an ability to comprehend and to write effective reports and design documentation, make effective presentations, and to give and effectively respond to clear instructions Professionalism - An understanding of and commitment to the roles and responsibilities of the professional engineer in society, especially the primary role of protection of the public and the public interest Impact of Engineering on Society and the Environment - An understanding of the impact that engineering makes on the environmental, economic, social, health, safety, legal, and cultural aspirations of society, of the uncertainties of prediction of such impacts, and the concepts of sustainable development and environmental stewardship Ethics and Equity - An understanding and commitment to professional ethics, accountability, and equity Engineering Economics and Project Management - An ability to appropriately incorporate economics and management, and business practices, such as project, risk, and change management, into the practice of engineering, and to understand their limitations Life Long Learning - A recognition of the need for, and an ability and commitment to engage in, life-long learning G. teamwork, and personal and group leadership skills F. interpersonal and communications skills E. responsible behaviour to self, others and society F. interpersonal and communications skills E. responsible behaviour to self, others and society E. responsible behaviour to self, others and society A. the acquisition, application and integration of knowledge I. the ability and desire for continuous learning Demand for Course Please provide as much information on projected enrolment as possible. In providing this information, proposers are encouraged to complete the table below. Projected enrolment levels for the first 5 years of the Year 1 Year 2 Year 3 Year 4 Year 5 Page 13 of 41

14 new course * 30 * 30 * * Projected as per current enrollments. The environmental class is about 15 and about 15 more Civil Engineering students are likely to take this course as a technical elective. What will be the impact, of offering the new course, on enrolments in existing courses in the program or department? This is a mandatory course that will be taken by all Fourth-year Environmental Engineering students. This is a replacement course for existing Hydrogeology course. Student Workload Provide information on the expected workload per week of a student enrolled in this course. NOTE: Student workload should be consistent with the credit weight assigned to the course. Average number of hours per week that the student will be expected to devote to: 3 Lectures 2 Tutorials Labs Practical experience 1 Work for assessment (essays, papers, projects, laboratory work) Meeting with others for group work/project assignments 2 Studying for tests/examinations Other: [specify] How does the student workload for this course compare with other similar courses in the department/program area?it is comparable to other courses in the Faculty of Engineering. RESOURCES AVAILABLE Faculty and Staff What are the faculty and staff resources (including all faculty and staff from affected areas/departments) currently available and committed to actively support the new course? An existing Assistant Professor in Civil Engineering is scheduled to teach this course as part of his normal course load. Other Resources What are the resources currently available and committed to actively support the new course (including library, teaching and learning support, space, equipment, facilities, GA/TAs, etc.)? This course requires one GA per 20 students. Reliance on Resources from Another Area/Unit Will the new course rely on existing resources of another campus unit (e.g., faculty teaching, equipment or facilities outside proposer s control or use of existing equipment within the proposer s control with maintenance and upgrading requirements specified)? Please elaborate and provide relevant details. There are no resources required from outside the Faculty of Engineering to offer this particular course. REALLOCATION OF RESOURCES AND COST-SAVINGS In reviewing the resources required to offer the new course, what opportunities for internal reallocation of resources and cost-savings have been identified and pursued by the area/department (e.g., streamlining existing courses, deleting courses)? N/A ADDITIONAL RESOURCES REQUIRED Faculty and Staff What additional faculty and staff resources (including faculty/staff resources required by all affected Page 14 of 41

15 areas/departments) are required to offer the new course? None GA/TAs What additional GA/TA resources (including GA/TA resources required by all affected areas/departments) are required to offer the new course? One additional GA per 20 students is required. Library What additional library resources (including library resources required by all affected areas/departments) are required to offer the new course? N/A Teaching and Learning Support What additional teaching and learning support resources (including teaching and learning support resources required by all affected areas/departments) are required to offer the new course? N/A Space and Facilities What additional space and facility resources (including space and facility resources required by all affected areas/departments) are required to offer the new course? N/A Equipment What additional equipment (including equipment resources required by all affected areas/departments) is required to offer the new course? Since the course requires numerical modeling concepts to be taught, this course requires groundwater modeling software available in the Computer Lab of the Faculty of Engineering. While there are many groundwater modeling tools available, GMS interface is likely to be the cheaper one. The university used to have license. However, this license has not been renewed for the past few years. As per current rates, the software annual license costs about US$ /year (to be confirmed). Page 15 of 41

16 TITLE OF THE PROGRAM/CERTIFICATE: B.A.Sc. in Environmental Engineering DEPARTMENT/SCHOOL: Civil and Environmental Engineering FACULTY: Engineering Proposed change(s) effective as of: Fall NEW COURSE PROFILE Course # and Title: Hydrological and Hydraulic Modeling FORM 4 NEW COURSE PROPOSAL Calendar Description Calendar descriptions should be written in the third person and should provide a general outline of the course material. Where appropriate, examples of topics or themes, which might be covered in the course, should also be provided Hydrological and Hydraulic Modeling Review of hydrologic and hydraulic modeling concepts, inter-linkages between flows and water levels in natural water bodies; Data requirements and sources for various modeling problems; flood risk assessment using models, such as HEC-HMS and HEC-RAS; analysis and design of storm water management system using SWMM, advanced topics in hydrologic/hydraulic design of urban and highway infrastructure (Prerequisites: , and or consent of instructor.) (3 lecture, 2 laboratory hours a week.) Other Course Information Please complete the following tables. Credit weight Total contact hours In-class e- learning Delivery format Distanc e Other flexible learning delivery [please specify] Breakdown of contact hours/week Lecture Tutorial Lab. Co-op/ practicum Prerequisites , and Corequisites Antirequisites Crosslisted with: Required course Optional course X (for Civil and Environmental) Replacing old course [provide old course number] 3. RATIONALE Course Goal(s) Please provide a statement about the purpose of the course within the program of study or as an option. The course aims to train the students on various aspects of modeling of hydrology and hydraulics and integrate the outputs to arrive at engineering decisions. This is a new technical option course LEARNING OUTCOMES Please complete the following table. State the specific learning outcomes that make up the goal of the course (what will students know and be able to do at the end of this course?) and link the learning outcomes to the Characteristics of a University of Windsor Graduate outlined in To Greater Heights by listing them in the appropriate rows.please note that a learning outcome may link to more than one of the specified Characteristics of a University of Windsor Graduate, and that a single course may not touch on each of the Characteristics.Each University of Windsor program should produce graduates that are able to demonstrate each of the nine characteristics approved in To Greater Heights. Information on learning outcomes is appended to this form (Appendix A) or may be accessed by clicking here. The information is also available in the Instructions and Approval Process Manual available on the PDC Website or through the Senate Office. Proposers are also strongly encouraged to contact the Office of the Vice-Provost, Teaching and Learning for assistance with the articulation of learning outcomes. Page 16 of 41

17 Course Learning Outcomes (see appendix A for more on learning outcomes) At the end of this program, the successful student will know and be able to: Canadian Engineering Accreditation Board -Graduate Attributes Criteria The institution must demonstrate that graduates of a program possess the following attributes: Characteristics of a University of Windsor Graduate A U of Windsor graduate will have the ability to demonstrate: Define model objectives for hydrological and hydraulic problems Able to run industry standard modelling software tools and interpret the outputs Develop modeling framework for hydrology, flood levels, and corresponding hydraulics A Knowledge base for engineering - A university level mathematics, basic science, engineering fundamentals, and an engineering specialization D. literacy and numeracy skills Analyze storm water management problems for complex situations Apply basic concepts for elementary level real-life hydrological and hydraulic problems Research and synthesize water resources information and prepare hydrological, storm water management reports Define flood level conditions for different probability situations Design storm water management systems Set up and run HEC-HMS, HEC-RAS and SWMM models for simple cases Problem analysis - An ability to use appropriate knowledge and principles to identify, formulate, analyze, and solve complex engineering problems reaching substantiated conclusions Investigation - An ability to conduct investigations of complex problems by methods that include appropriate experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions Design - An ability to design solutions for complex, open-ended engineering problems, and to design systems, components, or processes that meet specified needs with appropriate attention to the assessment of health and safety risks, legislative/regulatory standards, cultural, societal, economic, and environmental considerations Use of Resources - An ability to use appropriate knowledge and principles to convert use, and manage human, material, and financial resources optimally through effective analysis, interpretation, and decision-making Use of Engineering Tools - An ability to create, select, apply, adapt, and extend appropriate techniques, resources, and modern engineering tools, including predictive models, to a range of engineering activities, from simple to complex, with an understanding of the associated limitations A. the acquisition, application and integration of knowledge B. research skills, including the ability to define problems and access, retrieve and evaluate information (information literacy) C. critical thinking and problem-solving skills H. creativity and aesthetic appreciation C. critical thinking and problem-solving skills C. critical thinking and problem-solving skills Page 17 of 41

18 Students will complete a group project on a topic pertinent to their discipline. Student (in groups) are likely to prepare written research reports for term projects Assess the impact of water management decisions on the environment and society Individual and Team Work - An ability to work independently and as a member and/or leader I diverse teams and in multi-disciplinary settings Communication - An ability to communicate effectively about complex engineering activities within the professional and with society at large, including an ability to comprehend and to write effective reports and design documentation, make effective presentations, and to give and effectively respond to clear instructions Professionalism - An understanding of and commitment to the roles and responsibilities of the professional engineer in society, especially the primary role of protection of the public and the public interest Impact of Engineering on Society and the Environment - An understanding of the impact that engineering makes on the environmental, economic, social, health, safety, legal, and cultural aspirations of society, of the uncertainties of prediction of such impacts, and the concepts of sustainable development and environmental stewardship Ethics and Equity - An understanding and commitment to professional ethics, accountability, and equity Engineering Economics and Project Management - An ability to appropriately incorporate economics and management, and business practices, such as project, risk, and change management, into the practice of engineering, and to understand their limitations Life Long Learning - A recognition of the need for, and an ability and commitment to engage in, life-long learning G. teamwork, and personal and group leadership skills F. interpersonal and communications skills E. responsible behaviour to self, others and society F. interpersonal and communications skills E. responsible behaviour to self, others and society E. responsible behaviour to self, others and society A. the acquisition, application and integration of knowledge I. the ability and desire for continuous learning Page 18 of 41