osu
Oregon State
UNIVERslTv
Category I Proposal Transmittal Sheet
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I10 Kerr Admin -- Oregon State University
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Check one:
Full Proposal
d ~ e degree
w
program
New certificate program or
administrative unit
Major change in existing program
Establishment of a new College or
Department
Abbreviated Proposal
Rename of an academic program
or unit
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responsibility for an academic
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Title of Proposal:
Effective Date:
New Undergraduate Program in Ecological Engineering (B.S)
DepartmentIProgram:
Biological and Ecological Engineerinq
Fa11 2007
College:
Engineering
I certim that the above proposal has been reviewed and approved by the
appropriate Department and College commi
3
4
2
7
Date
John Bolte
Print (Department ChairIHead; Director)
r
Ron Adams
Print (Dean of College)
OSU
oregt!g
Category I Proposal
Guidelines for Addressing Accessibility of New Programs
Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990
prohibits discrimination against individuals with disabilities and mandates the provision of
reasonable accommodations to ensure access to programs and services. Oregon State University
is committed to providing equal opportunity to higher education for academically qualified
students without regard to a disability.
For questions and assistance with addressing access, please contact the Office of Services of Students
with Disabilities (737-4098) or the Office of Affirmative Action and Equal Opporfunity (737-3556)
Title of Proposal:
Effective Date:
New Undergraduate Proqram in Ecoloqical Engineering (B.S)
DepartmentIProgram:
Fa11 2007
College:
Bioloclical and Ecological Engineering
Engineering
w ~ a c u l t yGuidelines
mlnformation Technology Guidelines
9-
By si ning this form, we affirm that at we have reviewed the listed documents and
will
! t
a good faith effort to ensure accessibility in curricular design, delivery,
and $upporting information.
pdy
&w
Si n
ept Chair/Head; Director)
John Bolte
Print (Department ChairIHead; Director)
fis7
,h&~
Date
Date
Ron Adams
Print (Dean of College)
EcoE Undergraduate Program
Rev. 1011512006
Proposal for the Initiation of a
New Instructional Program
Leading to the Bachelor of Science in Ecological Engineering (EcoE BS)
Proposed by
Oregon State University
College of Engineering and College of Agricultural Science
Department of Biological and Ecological Engineering
October 15,2006
Description of Proposed Program
1. Program Overview
a.
Proposed CIP number: 14.0302
Provide a brief overview (approximately 1-2 paragraphs) of the proposed
program, including a description of the academic area and a rationale for
offering this program at the present time. Please include a description of any
related degrees, certificates, or subspecialties (concentrations, areas of special
emphasis, etc.) that may be offered now or in the foreseeable future.
Ecological Engineering is the design of sustainable systems consistent with ecological
principles that integrate human activities into the natural environment to the benefit of both
taking advantage of our understanding of the robust nature of ecological systems as a new design
paradigm. Ecological Engineering incorporates ecological principles into the design and
improvement of both natural and human dominated system with the ecological sciences as the
fundamental paradigm. This approach emphasizes diversity, resilience and adaptation to
maintain sustainability. Ecological Engineering deals with both fundamental processes and
engineering applications on scales that range from microscopic to watersheds and beyond. This
discipline is rapidly developing as an important new area of engineering based on the science of
ecological systems, with a number of dedicated journals, national and international professional
societies, and new application areas emerging over the last decade. The Biological and
Ecological Engineering Department at OSU has considerable expertise in this area and are
perceived among the national leaders in this discipline.
We propose to offer a Bachelor of Science in Ecological Engineering (EcoE) degree
program. While the discipline of ecological engineering has been expanding rapidly in the last
decade, this new undergraduate degree will be the first of its kind nationally, reflecting Oregon's
leadership in this new and exciting multi-disciplinary field. The curriculum is divided into an
Ecological Engineering Core and a set of Option Tracks. The Ecological Engineering Core
contains the introductory and upper division course work that provides the common engineering
and scientific basis or language for our students. The core consists of: (1) Pre-Professional
Courses; (2) Baccalaureate Core requirements; (3) Upper Division Engineering Courses; and (4)
b.
EcoE Undergraduate Program
Rev. 1011512006
required Science Courses. The Option Tracks - General Ecological Engineering, Ecosystems
Restoration, Water Resources, and Ecosystems Forensics, consist of courses selected from
engineering and science electives identified as relevant to each option track. Students with a
degree from this program are needed in optimizing the interface between humankind and the
environment within which we exist. Specific activities undertaken by graduates might include
riparian restoration, optimizing sensor arrays for ecological monitoring, improving agricultural
water quality, mitigating toxic materials migration from landfills, developing sustainable
industrial systems (agricultural and otherwise), developing closed systems for space travel, or
dealing with issues associated with global climate change.
Oregon State University has strong programs in many of the basic and engineering
sciences that underpin the proposed EcoE degree program. However, no degree pathway yet
exists for students to study this exciting new field. Potential employers interested in students
with the proposed skill set include industrial clients, engineering consulting companies,
governmental agencies and entrepreneurial start-ups. This proposal is fully aligned with OSU's
Strategic Plan and directly addresses three of our College's strategic emphasis areas. In our
preliminary discussions with a broad range of potential students and employers, the program has
generated considerable interest and support.
Development of this program has been part of our department's strategic planning
process for several years. We have included extensive resource planning for this program during
that time and have structured new hires in the program in anticipation of this program being
implemented in Fall 07. We are now well positioned, from both resource and staffing
perspectives, to deliver this program.
c.
When will the program be operational, if approved?
The program will become operational in Fall 2007 assuming approval. We will begin
promoting the degree program as soon as it becomes operational. Entry of transfers from other
pre-professional engineering programs at Oregon State University and state-wide community
colleges will allow our first graduating class in Spring of 2009. OSU's next ABET accreditation
cycle will occur in 2010, and having program graduates at that point will allow this new program
to be included in the 2010 ABET review.
2.
Purpose and Relationship of Proposed Program to the Institution's Mission and
Strategic Plan
a.
What are the objectives of the program?
General objectives of this program are given in Section la. Within that context, the
specific objectives of the proposed Ecological Engineering B.S. program are as follows:
1) To provide an accredited Ecological Engineering baccalaureate degree program as
granted by the Accreditation Board for Engineering and Technology (ABET);
2) To provide a compelling, multi-disciplinary engineering learning experience within the
framework provided by ecology and the ecological sciences;
3) To inculcate a core body of engineering and scientific fundamentals necessary for lifelong learning and continued professional success;
4) To develop in the students an awareness of the forces that impact design and decision
making, such as resource limitations, system constraints (human-derived or otherwise), and the
identified goals for improvement.
EcoE Undergraduate Program
Rev. loll 512006
5) To provide the agricultural and natural resource industries, as well as ecological
engineering consulting firms and government agencies, with highly skilled professionals
uniquely capable of bringing ecological principles to bear on engineering tasks required by these
clients;
Ecological Engineering will necessarily depend on a broader mix of disciplines than other
branches of engineering. In addition to the traditional engineering training in mathematics,
physics, chemistry, biochemistry and engineering analysis and design, students in this program
will need more training in biology, ecology, geosciences and hydrology. It will also be important
that they be especially well grounded in systems analysis. Another important distinction between
Ecological Engineering and other engineering disciplines is its strong links to ecology
geosciences, hydrology and water quality (topic areas in which the Department of Biological and
Ecological Engineering has particular strengths). Additionally, they will need a general
understanding of legal, political, economic and sociological disciplines.
The goal of the proposed undergraduate program cannot be to fully master all these
disciplines, but to be firmly grounded in the hard sciences, engineering fundamentals and
systems analysis and sufficiently aware of, and sensitive to the other disciplines to work
effectively in a multi-disciplinary team.
How does the proposed program support the mission and strategic plan of the
institution(s)? How does the program contribute to attaining long-term goals
and directions of the institution and program?
This program comes out of a strong push to redirect the Biological and Ecological Engineering
department using the strategic themes of OSU and the Colleges of Agricultural Sciences and
Engineering as fundamental guiding principles. We fully recognize the need and value of being
aggressively strategic as we anticipate future opportunities, and this program comes out of a
strategic planning process the department has undergone over the last four years.
Oregon State University has identified five multidisciplinary thematic areas that integrate
its mission activities and respond to its charge from the people of Oregon. The proposed
Ecological Engineering B.S. degree program strongly supports Theme 2 - Understanding the
origin, dynamics, and sustainability of the Earth and its resources, Theme 3 - Optimizing
enterprise, innovation and economic development, and Theme 5 - Managing natural resources
that contribute to Oregon's quality of life and growing and sustaining natural resources-based
industries.
This would be the first offering of an ABET accredited Ecosystems Engineering B.S.
degree program in the nation. Offering such a program is in keeping with the national standing
of OSU in the area of ecological science and natural resources and strongly supports the
institutional vision of moving into top 10 rankings of Land Grant Universities.
Consistent with OUS's emphasis on leveraging universities as engines of economic
development for the state, this program has opportunities to generate new economic activity in
the state resulting from the development of new technology and new businesses in this rapidly
emerging area. Oregon's leadership in ecological solutions and emerging opportunities at the
national and international (particularly Pacific Rim) level provide unique and significant
opportunities for OUS to provide leadership in new business development related to this
program. Similarly, the Austin Entrepreneurship program provides excellent opportunities for
student in this program to develop technology concepts into new business opportunities. We
have identified and received positive feedback from numerous private sector interests, including:
b.
EcoE Undergraduate Program
Rev. 1011512006
engineering, economic, and environmental consultants and natural resource planners;
construction firms, environmental control equipment manufacturers and others involved in
development and utilization of natural resources; irrigated agriculture, industrial organizations,
dairies and other organizations involved in and responsible for mitigation of water
contamination. Within the public sector, we anticipate student being responsive to the needs of
local, state, tribal and federal agencies responsible for the promotion, design and evaluation of
watershed management plans, TMDL planning and other natural resource protection and
utilization efforts; non-governmental environmental and natural resource interest groups with
similar commitments. These groups range from local watershed councils to national interest
groups. Their interests may range from bioremediation and water conservation to endangered
species protection.
Oregon State University has identified six areas for strategic investment through the
Provost's Initiatives based on themes and goals identified through the strategic planning process.
The proposed Ecological Engineering B.S. degree program strongly supports at least of two of
these areas - Water and Watersheds and Ecosystem Informatics: Mathematics, Computer
Science and Ecology, and is relevant to two additional - Subsurface Biosphere Education and
Sustainable Rural Communities.
Within the College of Agriculture and Life Sciences, four strategic themes have been
identified. Of these, t h s program is directly responsive to three: 1) building excellence in
ecosystems services, 2) building excellence in water and watersheds, and 3) building excellence
in bio-based products. Within the College of Engineering, the proposed program directly
supports the biological and environmental engineering cluster area.
Within the Biological and Ecological Engineering Department, this program has been
identified as a critical strategic theme that reflects both current strengths in the department and a
large opportunity area in the future. The development and implementation of the program has
been a departmental priority in our strategic planning process for a number of years, and we have
been actively managing resources and faculty to allow for the implementation of this program.
Currently no other program like this exists in the state or region. Within OSU, we have
degree programs in Environmental Engineering and Bioengineering. Neither of these programs
compete with or duplicate the propose program. The Environmental Engineering program is
focused on air pollution mitigation, water supply and distribution, wastewater collection and
treatment, solid and hazardous waste disposal, and control of hazardous substances, none of
which are covered by the proposed Ecological Engineering program. The proposed program
brings a significantly different perspective (with a focus on whole systems analysis) using a
different scientific basis (Ecological Systems) to a completely different problem domain
(coupled human/managed/natural systems). Similarly, the Bioengineering undergraduate
program at OSU deals primarily with new and novel biological materials, devices, and processes,
and is focused primarily on biomedical and bioprocess technology, again very distinct from the
proposed program.
We have had extensive conversations with the unit leaders in Civil, Construction and
Environmental Engineering, Chemical Engineering, Forest Engineering, and other units
potentially impacted by this program to assess compatibility with those programs and ensure any
concerns those units have are addressed by this proposal. In all cases, those unit leaders have
expressed support for the new Ecological Engineering program.
EcoE Undergraduate Program
Rev. 1011512006
c.
How does the proposed program meet the needs of Oregon and enhance the
state's capacity to respond effectively to social, economic, and environmental
challenges and opportunities?
The EcoE BS program will produce students capable of analyzing problems that occur at
the interface between humankind and the environment and synthesizing solutions to the benefit
of both. These students will be capable of addressing the environmental issues that Oregon faces
including habitat loss, fisheries, pollution, at the system level. Many of these issues balk at
simple solutions. The systems perspective often suggests solutions that are not intuitively
obvious to observers focused on specific aspects of the system under consideration.
Oregon has an opportunity to become a national leader in the development of engineering
technology and methodologies related to ecological systems. Our reputation in this area is well
known and well established. The opportunities for new business development related to the
rapidly emerging areas of ecological technology and sensing is very large. Our position on the
Pacific Rim and the needs of rapidly emerging Pacific Rim economies to adopt ecological
technology and approaches is well documented, and creates a further opportunity for Oregon
State, through this program, to establish an international presence supporting new business
development in the state. We have identified over sixty potential industrial partners for this
program, and further anticipate that students graduating from this program will be well
positioned to initiate new startup businesses in the state.
Each of the options is tailored to meet a specific need in Oregon, the US and
internationally, while taking advantage of the strong programs in ecology, water resources, the
environmental sciences and natural resources already in place at Oregon State University. The
Water Resources option would train students to address agricultural, industrial and municipal
water quality and water use issues. The Ecosystems Restoration option would train students in
technologies for aquatic and riparian restoration, provide insights into optimal hydroelectric dam
operating procedures or develop sustainable industrial systems focused on ecosystem
compatibility and improvement. The Ecosystem Forensics option would train students to
mitigate toxic materials migration through the environment or optimize sensor arrays for
ecological monitoring. Potential employers interested in students with the proposed skill set
include industrial clients, engineering consulting companies, governmental agencies and
entrepreneurial start-ups.
Course of Study
3.
Briefly describe the proposed curriculum. (List is fine)? Slash course (i.e., 4001
500-level) should be listed as such. Include course numbers, titles, and cr.
The curriculum is divided into an Ecological Engineering Core (159 cr.) and an Option
(33 cr.). The Ecological Engineering Core contains the introductory and upper division course
work that provides the common engineering and scientific basis or language for our students.
The core consists of: (1) Pre-Professional Courses; (2) Baccalaureate Core requirements; (3)
Upper Division Engineering Courses; and (4) required Science Courses. The Option Tracks Ecosystems Restoration, Water Resources, and Ecosystems Forensics, consist of course selected
from engineering and science electives identified as relevant to each option track. Students may
petition for electives relevant to the identified option tracks outside the prescribed lists on an
individual basis. The course of study is detailed in Tables 3.1 and 3.2.
a.
EcoE Undergraduate Program
Rev. 1011512006
b.
Describe new courses. Include proposed course numbers, titles, credit hours and
course descriptions.
Eight new courses would be instituted:
BEE 1XX. Ecological Engineering I (3 cr.) An introduction to the engineering profession and
careers in Ecological Engineering. Topics covered include homework professionalism, general
communication skills including professional presentations, internet tools, and professional ethics.
Students will also be introduced to MATLAB, a numerical analysis tool.
BEE 1XX. Ecological Engineering I1 (3 cr.) Basic Ecological Engineering concepts, problem
solving, design and analysis of data relevant to issues in Ecological Engineering.
ENGR 2XX Systems Engineering (4 cr.) An introduction to complex system modeling and
optimization with an emphasis on biological and ecological systems. Major emphasis is on
approaches for identifying optimization techniques appropriate for the given system, the goals
for improvement and resource constraints.
BEE 3XX Ecological Engineering Thermodynamics and Transfer Processes (4 cr.) First
and second law of thermodynamics, closed and open systems, thermodynamic properties,
landscape scale energetics, global energy cycles. Energy and mass transfer processes including
conductive, convective and radiative energy transfer and prediction of mass transfer processes at
the landscape scale.
BEE 3XX Ecological Engineering Laboratory (3 cr.) Ecological engineering processes
including constructed wetlands and riparian restoration.
BEE 4XX Ecological Engineering Design I (4 cr.) Students will solve large-scale, open-ended
design problems while satisfying legal, economic, social and ecological constraints. Other
objectives include experience in the real-world integration of mathematics, science, engineering
economics, ethics and other disciplines, and a clearer perspective on the value of research in
dealing with problems in engineering design. Writing Intensive Course.
BEE 4XX Ecological Engineering Design I1 (3 cr.) Students will solve large-scale, open-ended
design problems while satisfying legal, economic, social and ecological constraints. Other
objectives include experience in the real-world integration of mathematics, science, engineering
economics, ethics and other disciplines, and a clearer perspective on the value of research in
dealing with problems in engineering design.
BEE 4XX15XX Ecosystem Forensics (3 cr.) Multi-disciplinary treatment of issues and
questions associated with assessing and assigning responsibility for damage to ecosystems.
Provide a discussion of any nontraditional learning modes to be utilized in the
new courses, including, but not limited to: (1) the role of technology, and (2) the
use of career development activities, such as practica or internships.
Digital classroom technologies will be used throughout the program. We are actively
developing a "Platform for Learning" concept for t h ~ program
s
similar to that employed by
ECEE, based on the concept of systems analysis throughout the curricula. This approach
emphasizes a very hands-on, tightly integrated, and constantly growing presence of core learning
outcomes that is built upon and expanded in each course as the student moves through the
program. In this program, with its emphasis on system analysis as a core methodology, we will
expose students early in the program to digital tools for systems conceptualization and analysis,
with successive courses adding new concepts and increasing levels of sophistication to the
student's analysis toolbox. By integrating, in each course, systems conceptualization, real-world
field experience, and systems analysis approaches, we anticipate students will graduate workc.
EcoE Undergraduate Program
Rev. 1011512006
ready. We will strongly encourage students to be involved in the Austin Entrepreneurship
program to explore new business opportunities around technology development for ecological
and industrial systems enhancement. We are exploring options for delivery via distance
education and anticipate moving the program in this direction after it is developed, especially at
the upper division level.
This program will take advantage of the existing Multiple Engineering Co-op Program
(MECOP) in COE for providing students with internship experiences as part of their educational
process. NIECOP is a five-year undergraduate program which is intended to give engineering
students "hands on" experience to compliment classroom study. The program offers students a
high quality, paid industrial experience and related academic activities while pursuing a degree at
OSU. MECOP is an industrial program with sponsorship and support fiom the College of
Engineering. Each student is provided with two internships at different companies so that the
student gets exposure to contrasting industrial environments.
Selection into the MECOP program is competitive. The basis for selection is academic
performance, written and oral communication, and motivation. Placement with a company
occurs in a separate interview process in the winter before the corresponding internship.
Internships are in the Spring Term of the third year and the Fall Term of the Fifth year. Each
student's curriculum will be adjusted appropriately.
What specific learning outcomes will be achieved by students who complete this
course of study?
The first eleven of these are ABET'S a-k learning outcomes. Outcome 12-15 are specific
to the proposed Ecological Engineering undergraduate degree program.
d.
An ability to apply knowledge of mathematics, science and engineering.
An ability to design and conduct experiments, as well as analyze and interpret data.
An ability to design a system, component or process to meet desired needs.
An ability to function on multi-disciplinary teams.
An ability to identify, formulate and solve engineering problems.
An understanding of professional and ethical responsibility.
An ability to communicate effectively.
The broad education necessary to understand the impact of engineering solutions in a
global and societal context.
A recognition of the need for, and an ability to engage in, life-long learning.
A knowledge of contemporary issues.
An ability to understand the techniques, skills, and modern engineering tools necessary
for engineering practice.
An ability to apply knowledge in a specialized area related to ecological engineering.
An ability to design experiments, make measurements on and interpret data fiom
ecological systems.
An ability to model and design ecological systems.
An awareness of the forces that impact design and decision making, such as resource
limitations, system constraints, and the identified goals for improvement.
:coEUndergraduate Program
Rev. 1011512006
Table 3.1 - Ecological Engineering, B.S. - 192 Credits
Core Requirements
P r e - P r o f e s s i o n a l C o u r s e s (66 c r e d i t s )
O S U B a c c a l a u r e a t e Core C o u r s e s
CH 221 - General Chemistry
Lifetime Fitness IHHS 23 1.241125 1 Series)
COMM 111 - Public Speaking, or COMM 114 -Argument and
Critical Discourse
Mathematics (met by MTH 25 1)
............................
II
.............................................................................
-. ............................. ,- .................................................
(21 c r e d i t s )
I
MTH 25
...........
......
MTH 254 - Vector Calculus
11 PH 211.212.213 -Gen Phvsics with Calc
11 WR 121 - English Composition
1
1
II ENGR 21 1 - statics
1
11 ENGR 213 - Strength of Materials
11 ST 4211521
)(
BEE 1XX - Ecological Engineering I1
Literature and the Arts
3
1 Physical Science (met by CH 2211222)
3
1
Social Processes and Institutions '
1
Western Culture
1
3
1
Difference, Power, and Discrimination "
1
3
1
Contemporary Global Issues (met by BI 301)
1
11 BEE 1XX- Ecological Engineering I
3
Cultural Diversitv
4
1
- Intro to Mathematical Statistics
1
1
12
ENGR 390 Engineering Economy
I
11
I
I
11
11
Science, Technology, and Society (met by ENGR 350)
ENGR 2XX - Systems Engineering
Professional Courses (35 c r e d i t s )
S c i e n c e C o u r s e s (37 c r e d i t s )
BEE 321 -Fundamentals of Ecological Engineering
.................................
CE 3 11 - Fluid Mechanics
I
.
.....................................
-, .....
......
...............
................
BI 21 1, BI 212, BI213 - Principles of Biology
CE 313 -Hydraulic Engineering
11 BEE 4 ~ ~ 1 5 -k Ecological
X
Engineering Design I1
11 CE 4121512 - Hydrology
Option Tracks
Ecosystems Restoration Track
It
Engineering Electives (21 credits)
Science Electives (12 credits)
................... .-............................-. ....................................................................................
-. ..................................-
ENVE 321 - Environmental Engineering Fundamentals
BOT 341 -Plant Ecology
11 CE 372 - Geotechnical Engineering I
11 ENVE 4221522 -Environmental Engineering Design
11 FE 434
(1
- Forest
1
1
Watershed Management
FE 3 15 - Soil Engineering
11 FE 3 16 - Soil Mechanics
II
.
"
11
..................... ...................................................................................................................................-. ........................................................................
1
1
BOT 331 -Plant Physiology
1
4
1
1
1
RNG 341 - Rangeland Ecology and Management
1
1
1 3 11
4
RNG 4501550 - Landscape E c o l o ~and Analysis
(
4
1
1
FOR 240 -Forest Biology
1 4 11
4
4
I I
CSS 4551555 - Biolow of Soil Ecosvstems
RNG 4211521 -Wildland Restoration and Ecology
................................
CSS 315 -Nutrient Management and Cycling
4
4
3
11
11
11
EcoE Undergraduate Program
II
I
I
Rev. 1011512006
ST 4221522- Introduction to Mathematical Statistics I1
1 4 11
lrwater Resources Track
11 Ecosystems Forensics Track
Il-
11 BEE 4 W S X X - Contaminated Aouatic Sediments
11 BEE 4 W S X X - Aquatic Oil Pollution
11 BEE 4 W S X X - Ecosystems Analysis
11 BEE 4 W S X X - Water Resource Systems Analysis
1) CE 372
- Geotechnical Engineering I
11
1
1
3
(
3
1
3
1
3
3
1
4
AREC 351 -Natural Resources Economics and Policy
3
1
1
AREC 432 - Environmental Law
1
1 4 11
CSS 4551555 - Biology of Soil Ecosystems
1
FOR 445144545 -Ecological Restoration
1 4 11
OC 4421542 - Estuarine Ecolom and Biochemistw
1
1
1
II
II
1
1
I
I
II
1
I
I
I
GEO 322 - Surface Processes
1
1
CH 331 -Organic Chemistry I
CH 332 - Organic Chemistry I1
ST 4221522 - Introduction to Mathematical Statistics I1
4
4
4
11
11
11
11
11
1 4 11
4
Suggested options:ANTH 210, Comparative Cultures; ES 101, Introduction to Ethnic Studies; GEO 105, Geography of the Nonwestem World;
PHL 160, Quests for Meaning: World Religions; W S 280, Global Women
Suggested options:AREC 250, Introduction to Environmental Economics and Policy; ECON 201, Introduction to Microeconomics; PS 201,
Introduction to United States Government and Politics; PS 204, Introduction to Comparative Politics; PSY 201, General Psychology; PSY 202,
General Psychology; SOC 204, Introduction to Sociology; SOC 205, Institutions and Social Change
Suggested options:AREC 253, Evolution of U.S. Environmental and Natural Resources Law; PHL 201, Introduction to Philosophy; PHL 205,
Ethics; PHL 207, Political Philosophy; PHL 251, Knowers, Knowing, and the Known; PS 206; Introduction to Political Thought
Suggested options:AG 301, Ecosystem Science of Pacific NW Indians; FW 340, Multicultural Perspectives in Natural Resources; GEO 309,
Environmental Justice; PHL 280, Ethics of Diversity; SOC 206, Social Problems and Issues; SOC 360, Population Trends and Policy; SOC 426,
Social Inequality; W S 223, Women: Self, and Society; W S 224, Women: Personal and Social Change.
EcoE Undergraduate Program
Rev. 1011512006
Table 3.2 B. S. in Ecological Engineering - 4 Year Example Program
Rev. 5/10/06
Freshman Year
11
Fall
11
(;cser:~l('l~r~ni.;lry
( ' I 1 221
7
k;~~elihh
(.IPIII~II$~~~OII
\Vlt 121
3
15
Spring
11
Fall
General I'hysic\l(';~lc
I'll 21 I
4
Statics
l,;\(;l< 21 I
G e ~ ~ c rChemistry
al
CH 222
General Chemistry
CH 223
Pri~~cil)lcs
of Biology
5
5
Lifetime 1:itness
HI-IS 2411251
I
I
Winter
Princil~lcsof Biology
Dl 212
W R 327
3
16
16
15
Junior Year
1
Winter
1
Spring
11
Fall
I
Winter
EcoE Lab Course
BEE 3XX
3
Biological Modeling
BEE 471
4
EcoE Design I (WIC)
BEE 4XX
4
Fluid Mechanics
CE 311
4
Hydraulic Engineering
C E 313
4
Engineering Elective
4
Sustainable Engineering
ENGR 350
3
Hydrology
C E 412
3
Engineering Elective
Engineering Elective
Engineering Elective
P r i ~ ~ c i l ~olfeSoil
r Scic~~cc
CSS 305
4
il
I
Spring
EcoE Design I1
BEE 4XX
3
Engineering Elective
4
4
3
3
I'erspcctivcr
Science Elective
Science Elective
Perspectives
3
4
4
3
DPD Elective
I'erspectives
Engineering Elective
Pe~spectives
3
3
3
18
17
17
17
Senior Year
EcoE Thermo Transfer Processes
BEE 3XX
4
4
Spring
Princil~lesof Biology
BI 213
4
4
EcoE Fundamentals
BEE 321
3
Science Elective
I
I
15
7
Fall
11
L i f e t i ~ ~Fitness
~e
HHS 23 1
2
I
11
Winter
Sophomore Year
3
15
-
17
14
11
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Rev. 1011512006
4. Recruitment and Admission Requirements
a.
Is the proposed program intended primarily to provide another program option
to students who are already being attracted to the institution, or is it anticipated
that the proposed program will draw students who would not otherwise come to
the institution?
This program will be the first of its kind in the nation. Consequently, it is likely that a
significant portion of the students attracted to the program would not otherwise be drawn to
Oregon State University. In addition, our survey results indicated significant interest from
current engineering students who were not satisfied with their current majors; we anticipate
increasing retention of those students with the College by providing those students with a
program better aligned with their professional interests. Finally, we anticipate that this program
will be attractive to those students interested in a natural sciences career path that seek a more
quantitative, system-oriented approach to problem-solving that this program will provide.
b.
Are any requirements for admission to the program being proposed that are in
addition to admission to the institution? If so, what are they?
The students must be admitted to the institution and the College of Engineering preengineering program as is the case for all other B.S. engineering programs at Oregon State
University. Students must complete a set of core courses, standardized across programs in order
to be admitted to the professional program. This group of courses should be completed by the
end of the Sophomore year for those students on the standard 4-year program.
c.
Will any enrollment limitation be imposed? If so, please indicate the specific
limitation and its rationale. How will students be selected if there are enrollment
limitations?
Enrollment will be capped at 35 students per academic year class for the pre-engineering
program and 25 students per class for the Professional program. This limitation is a consequence
of infrastructural (lab space) limitations in the Professional program and the need for extensive
facultylstudent interaction at the lower division to maximize opportunities for students and
minimize attrition. The need for enrollment caps is not expected during the first several years as
the program develops and comes up to full enrollment. Admittance to the Professional Program
will be on the basis of overall GPA in the standard, core courses required by the College of
Engineering. Table 4.1 lists those courses.
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Table 4.1 - Core Courses Required for Entry to Professional Program
5. Accreditation of the Program
a.
If applicable, identify any accrediting body or professional society that has
established standards in the area in which the proposed program lies.
The Engineering Accreditation Commission of ABET is responsible for accreditation of
Oregon State University's engineering programs. ABET establishes minimum standards that
must be met before granting accreditation. Following program accreditation, continued quality is
ensured through periodic reviews conducted by ABET-appointed review teams.
b.
If applicable, does the proposed program meet professional accreditation
standards? If it does not, in what particular area(s) does it appear to be
deficient? What steps would be required to qualify the program for
accreditation? When is it anticipated that the program will be fully accredited?
ABET has established minimum curriculum requirements for accredited undergraduate
programs. Table 5.1 compares the specific ABET minimums with the course credits of the
proposed Ecological Engineering curriculum. Note that the proposed program satisfies all of
ABET'S stated requirements.
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Table 5.1 - ABET Minimum Comparison
* Does not count in 72 Credit total
ABET will not be able to initiate review of the new program until the first students
graduate, probably in Spring of 2009 (Transfer students). An ABET review will be scheduled
for that time, probably the Fall of 2010. Note that if accreditation is granted then the initial
graduating class will automatically have graduated from an accredited engineering program.
c.
If the proposed program is a graduate program in which the institution offers an
undergraduate program, is the undergraduate program accredited? If not, what
would be required to qualify it for accreditation? If accreditation is a goal, what
steps are being taken to achieve accreditation?
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Need
Evidence of Need
6.
a.
What evidence does the institution have of need for the program? Please be
explicit. (Needs assessment information may be presented in the form of survey
data; summaries of focus groups or interviews; documented requests for the
program from students, faculty, external constituents, etc.)
We conducted a survey (Attached in Appendix B with full results) of 128 of 896 entering
students in the Freshman class of 2003. Some key results from this survey are as follows:
55% of respondents were very or somewhat interested in a Bachelor's degree option in
Ecological Engineering at OSU. Of these 27% of respondents (35) were very interested
and were assumed to be representative of the number of Freshman enrollee's should the
program be approved.
- 7 1% of respondents were very or somewhat interested in potential courses offerings
through the program.
We interpret these results to signify that a large number of OSU engineering students
would be interested in the Ecological Engineering B.S. degree. Furthermore, this will be a
cutting-edge program at the forefront of developments in this exciting area. It is therefore likely
that the program will attract a significant number of out-of-state students or students who would
otherwise attend other in-state institutions.
Option Tracks were developed based on survey feedback that indicated a high degree of
interest in skills related to the design of ecological and environmental systems, understanding
systems approaches to addressing a broad range of issues, designing new technology for the
environment and the development of teamwork and leadership skills.
b.
Identify statewide and institutional service-area employment needs the proposed
program would assist in filling. Is there evidence of regional or national need for
additional qualified individuals such as the proposed program would produce?
If yes, please specify.
Students with a degree from this program are needed in the area broadly defined as
optimizing the interface between humankind and the environment within which we exist.
Specific activities undertaken by graduates might include riparian restoration, optimizing sensor
arrays for ecological monitoring, improving agricultural water quality, mitigating toxic materials
migration from landfills, developing sustainable industrial systems (agricultural and otherwise),
developing closed systems for space travel, or dealing with global climate change issues.
Oregon State University has strong programs in many of the basic and engineering
sciences that underpin the proposed EcoE degree program. However, no degree pathway yet
exists for students to study this exciting new field. Potential employers interested in students
with the proposed skill set include industrial clients, engineering consulting companies,
governmental agencies and entrepreneurial start-ups.
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EcoE Undergraduate Program
c.
What are the numbers and characteristics of students to be served? What is the
estimated number of graduates of the proposed program over the next five
years? On what information are these projections based?
Year
200718
2008109
2009110
2010111
201 1/12
2012113
# Majors
(All Years)
25
45
70
95
120
120+
# Majors
(All Years)
Ecological
Engineering
8
16
25
30
40
40+
# Majors
(All Years)
Ecosystems
Restoration
6
10
15
20
30
3O+
# Majors
(All Years)
Water
Resources
6
10
15
20
30
30+
# Majors
(All Years)
Ecosystem
Forensics
5
9
15
15
20
20+
These growth projections are based on prior experience with the start-up of the Biological
Engineering B.S. program in 1996. Based on the survey results, it is expected that the proposed
program will attract numbers of students similar to the BIOE program and that the long term
steady state numbers of students at all levels in the proposed program will be roughly 120.
d.
Are there any other compelling reasons for offering the program?
See previous sections. This would be the first offering of an ABET accredited
Ecosystems Engineering B.S. degree program in the nation. Offering such a program is in
keeping with the national standing of OSU in the area of ecological science and natural resources
and strongly supports the institutional vision of moving into the top 10 Land Grant University.
This is an area where we can develop nationally ranked programs and should do so.
e.
Identify any special interest in the program on the part of local or state groups
(e.g., business, industry, agriculture, professional groups).
See letters of support in Appendix from various constituencies, including industry,
resource consulting, government and small businesses.
f.
Discuss considerations given to making the complete program available for parttime, evening, weekend, andlor place-bound students.
The B.S. program in Ecological Engineering is designed for resident undergraduate
students. The needs of part-time, day students or students requiring additional accommodation
as defined by the institution can be met. Furthermore, certain of the course offerings will be
available as on-line or distance education options. However, there are practical difficulties
associated with offering the complete accredited degree program in a distance-education format
since students need access to specialized wet-lab facilities and required field trip activities.
Outcomes
7.
Program Evaluation
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a.
How will the institution determine the extent to which the academic program
meets the objectives (Section 2a) previously outlined? (Identify specific postapproval monitoring procedures and outcome indicators to be used.)
The level to which our program objectives are met will be monitored using a three-fold
approach: (1) external review through ABET, CSREES and our Industrial Advisory Board; (2)
exit interviews and surveys with graduating seniors for program assessment and suggestions for
future improvement; (3) regular follow-up with graduates and employers to determine
satisfaction with the education received and educational objectives of the program; (4) direct
assessment of student learning consistent with ABET'S well-developed standards.
b.
How will the collected information be used to improve teaching and programs to
enhance student learning?
Information gathered will be integrated into cycle of continual assessment and
improvement at the course and programmatic level as mandated by the ABET accreditation
process. Particular issues will be the responsibility of the Unit Head and Undergraduate
Committee Chair.
8.
Assessment of Student Learning
a.
What methods will be used to assess student learning? How will student
learning assessment be embedded in the curriculum?
Student learning assessment will follow the format and procedures in place in the College
of Engineering for assessment of learning and continual improvement at the programmatic and
course level as mandated by the requirements of the ABET accreditation process. Each course
will require mastery of the subject matter as demonstrated through measurable learning
outcomes. Student learning assessment will be embedded in the curriculum in the form of
examinations, term papers, presentations, reports, research papers and design projects. Other
techniques, such as muddiest point and character matrices will also be used. In addition,
performance observations in the form of student portfolios and secondary measures, such as
survey's and self-assessment in conjunction with the direct measures described above will be
utilized.
b.
What specific methods or approaches will be used to assess graduate (completer)
outcomes?
Alumni will be surveyed on graduation and within 5 years of graduation. Results will be
mapped to program outcomes, after graduation program objectives and student learning
outcomes. In addition, employers will be surveyed to determine how well program outcomes
map to employer needs on the basis of employee performance in specific employment categories.
c.
Is a licensure examination associated with this field of study?
Yes. The program must become ABET accredited in order for students to become
eligible for licensure. Students will then have the option of taking the Fundamentals of
Engineering (FE) and the Professional Engineering (PE) examinations. There is currently no
licensure examination for Ecological Engineering. Students with an interest in licensure will
have the necessary background to seek licensure in Environmental Engineering once the program
is ABET accredited. Licensure in Civil Engineering will also be possible with careful selection
EcoE Undergraduate Program
Rev. loll 512006
of electives. Longer term, the department will work with state and national organizations and
agencies to develop a discipline specific path to licensure. The process underlying the recent
development of the Forest Engineering PE exam provides one potential path for achieving this
goal.
Integration of Efforts
9.
Similar Programs in the State
a.
List all other closely related OUS Programs.
There are currently no BS Ecological Engineering programs within the State of Oregon
or nationally. There are currently BS Programs in Environmental Engineering and Civil
Engineering at Oregon State University and in Civil Engineering at Portland State University and
the Oregon Institute of Technology. The constituencies and course offerings for these programs
are significantly different from those of the proposed BS program in Ecological Engineering as
outlined in Section 6 - Evidence of Need.
b.
In what way, if any, will resources of other institutions (another OUS institution
or institutions, community college, and/or private college/university) be shared
in the proposed program? How will the program be complementary to, or
cooperate with, an existing program o r programs?
Is there any projected impact on other institutions in terms of student
enrollment and/or faculty workload.
The only projected impact on other institutions involves proceeds for professional
licensure. We have discussed this program with the Oregon State Board for Engineering
Education and Licensure and they enthusiastically support the program.
c.
Resources
10.
Faculty
a.
identify program faculty, briefly describing each faculty member's
expertise/specialization. Separate regular core faculty from faculty from other
departments and adjuncts. Collect current vitae from all faculty, to be made
available to reviewers on request.
Gail Glick Andrews, Assistant Professor. Well and septic system education, groundwater
protection, water quality friendly gardening, pesticide application, drinking water quality and
treatment.
John P. Bolte, Professor and Department Head. Watershed modeling, decision support,
geographic information systems.
Prank W. R. Chaplen, Associate Professor. Biocatalyst characterization,metabolic pathway
engineering, thermodynamics and transfer processes in environmental systems.
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Rev. 1011512006
Richard H. Cuenca, Professor, irrigation system optimization, water resource engineering,
hydrologic system analysis
Roger L. Ely, Associate Professor, environmental biotechnology, sustainable systems
engineering, bioprocess engineering, modeling of biological systems
Derek C. Godwin, Assistant Professor. Watershed management, improving salmon populations
and habitat, water quality and conservation, and ecosystem health
Hong Liu, Assistant Professor, Microbial fuel cells, biological engineering, environmental
biotechnology
Ganti Murthy, Assistant Professor, Biobased products, bioenergy
John S. Selker, Professor. Groundwater quality, hydrology and modeling
Desirbe Tullos, Assistant Professor. Ecohydraulics, river morphology and restoration
Adjunct Appointments
Dominique M. Bachelet, Associate Professor. Ecosystems modeling, global climate change
Yanzhen Fan, Assistant Professor. Environmental sensing, oceanography, estuarine systems.
Tarek Kassim, Assistant Professor. Forensic analysis, chemodynamics, eco-risk assessment,
ecotreatment of drinkinglwastewater, eco-remediation of contaminated environments of complex
organic mixtures
Faculty CV's are available on our web site (http://bee.oregonstate.edu) and are on file in
the OSU Academic Programs office.
Estimate the number, rank, and background of new faculty members who would
need to be added to initiate the proposed program in each of the first four years
of the proposed program's operation (assuming the program develops as
anticipated). What commitment does the institution make to meet these needs?
We have been adding staff in anticipation of this program for the last four years, and no
new additional faculty hires will be necessary to offer this program. We have previously
identified needs in this area and our hiring process the last four years has anticipated these needs.
This will be the department's only undergraduate program, and therefore no redirection of
resources from an existing undergraduate program is necessary. If the program student numbers
exceed projections, program caps will be enforced or additional staffing acquired. Because this
program is directly aligned with College and University strategic plans, we anticipate
additionally staffing needs could be addressed through the College's normal priority staffing
process.
b.
c.
Estimate the number and type of support staff needed in each of the first four
years of the program.
The degree will be managed with existing support staff and administrative resources in
the Department of Ecological and Biological Engineering.
Reference Sources
11.
a.
Describe the adequacy of student and faculty access to library and department
resources (including, but not limited to, printed media, electronically published
EcoE Undergraduate Program
Rev. loll 512006
materials, videotapes, motion pictures, CD-ROM and online databases, and
sound files) that are relevant to the proposed program (e.g., if there is a
recommended list of materials issued by the American Library Association or
some other responsible group, indicate to what extent access to such holdings
meets the requirements of the recommended list).
Resources at the library appear adequate in Ecological Engineering and the Ecological
sciences to handle the proposed degree, and no additional journals or other publication materials
are required for this program.
b.
12.
How much, if any, additional financial support will be required to bring access
to such reference materials to an appropriate level? How does the institution
plan to acquire these needed resources?
Library resources appear adequate to support the degree program.
Facilities, Equipment and Technology
a.
What unique resources (in terms of buildings, laboratories, computer
hardwarelsoftware, Internet or other online access, distributed-education
capability, special equipment, andlor other materials) are necessary to the
offering of a quality program in this field?
The Ecological Engineering degree program will require classrooms, instructional
laboratories typical of undergraduate programs in the College of Engineering. This includes a
dedicated computer facility and laboratory space to support student activities. We already have a
dedicated computing facility in Gilmore Hall and are adjacent to University computing facilities
in Hovland. Some continuing investment in our own Gilmore facility will be necessary to
periodically upgrade computing capabilities. We have reallocated available space in Gilmore to
support laboratory needs for this program, and have been building departmental reserves over the
last several years to fund the upgrades needed for this space. We have similarly identified space
in the Gilmore Annex to serve as a student lounge. Cost for upgrading this facility are minimal
and will be covered out of existing departmental reserves targeted to this program. No other new
unique resource needs are anticipated.
.b.
What resources for facilities, equipment, and technology, beyond those now on
hand, are necessary to offer this program? Be specific. How does the institution
propose that these additional resources will be provided?
The Ecological Engineering degree program will be offered using upgraded facilities,
equipment and technology as described above (12a). Primary needs are for a teaching lab and
space for a student lounge.
13.
If this is a graduate program, please suggest three to six potential external
reviewers.
NIA
14.
Budgetary impact.
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a.
On the "Budget Outline" sheet (available on the Forms and Guidelines Web
site), please indicate the estimated cost of the program for the first four years of
its operation (one page for each year). The "Budget Outline Instructions" form
for filling out the Budget Outline is available on the Forms and Guidelines Web
site, as well.
b.
If federal or other grant funds are required to launch the program, describe the
status of the grant application process and the likelihood of receiving such
funding. What does the institution propose to do with the program upon
termination of the grant(s)?
NIA.
If the program will be implemented in such a way as to have little or minimal
budgetary impact, please provide a narrative that outlines how resources are
being allocatedlreallocated in order that the resource demands of the new
program are being met. For example, describe what new activities will cost and
whether they will be financed or staffed by shifting of assignments within the
budgetary unit or reallocation of resources within the institution. Specifically
state which resources will be moved and how this will affect those programs
losing resources. Will the allocation of going-level budget funds in support of the
program have an adverse impact on any other institutional programs? If so,
which program(s) and in what ways?
The major activities for this new degree program were contingent on the hire of four new
tenure track faculty over the past 4 years (Ely, Liu, Tullos, Murthy). These new faculty are in
place with one additional fixed-term faculty arriving in Fall 2006. New courses for the program
will be handled by these faculty and through redistribution of faculty time from courses that are
currently low enrollment or will be taught less frequently. The additional administrative load
will be borne through redistribution of activities in the front office and through additional duties
borne by the chair and other members of the undergraduate committee.
We have anticipated these redistributions for some time and they have been incorporated
into the departmental staffing plan in anticipation of this program being offer starting Fall 2007.
These redistributions will not affect the quality of the Biological and Ecological Engineering or
Water Resources graduate degree program.
Additional resources will be required to re-furbish and equip dedicated computer and
laboratory facilities. As described in 12(a), the department has identified sufficient space for
these activities and plans to invest significantly resources in this area over the next 3 years.
c.
15.
References
1.
Ideal Ecological Engineer (Workshop), International Ecological Engineering Society
(IEES) Conference, Lincoln University, New Zealand, November 2001.
EcoE Undergraduate Program
Rev. 10/15/2006
Appendices
Appendix A - Survey Results and Text Responses
Survey Methodology:
The survey was performed on-line using a survey form developed in conjunction with the
Business Solutions Group through Oregon State University's Business Solutions Group. The
incoming College of Engineering Freshman class were contacted via e-mail and encouraged to
respond to the survey. There were 128 respondents out of approximately 896 or a 14% response
rate. The survey pool was therefore self-selecting to a certain extent and probably represents
extremes of opinion.
In general, there was a high degree of interest in and support for this program. These
results have been confirmed through subsequent informal conversations with a variety of
students, colleges and employers. There was some concern expressed about impacts on other
programs, and we have taken those into account be being synergistic with existing programs and
careful in terms of managing resources to minimize impacts on current programs.
The survey questions and results were as follows:
1)
Would you be interested in courses in the area of Ecological Engineering, Industrial
Ecology, Biosensors, or Food/Agricultural Systems Engineering (Yes, very much so;
Yes, somewhat; I don't think so; No, not at all)?
Would you be interested in courses in the area of 6cological
Engineering, industrial Ecology, Biosensors, or FoodlAgricultural
Systems Engineering?
Yes, very much so -
Yes, somew hat -
I don't think so -
No,not at all -
2)
Would you be interested in a degree option at OSU in Ecological Engineering (Yes,
very much so; Yes, somewhat; I don't think so; No, not at all)?
EcoE Undergraduate Program
Rev. loll 512006
Would you be interested in a degree option at OSU in Ecological
hgineering?
0
10
20
30
40
3)
On a scale of 1-5, how important are the following skills?
C 1 - Design of ecological and environmental systems
C2 - Understanding system approaches to a broad range
C3 - Designing new technology for the environment
C4 - Business management and consulting
C5 - Teamwork and leadership development
EcoE Undergraduate Program
4)
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Please check any of the following areas for which you would be interested in
employment.
C1 - Ecosystems Engineering and Environmental Consulting
C2 -New Technology for the Environment
C3 - Sustainable Design
C4 - Design of Industrial Systems using Ecological Practices
C5 - Byproduct Recovery
C6 - Biological Systems for Treating Toxics
C7 - Water Quality Management
Please indicate any of the following areas for which you would be
interested in employment
0
Ecosystems Engineering & Environmental Consulting New Technology for the Environment Sustainable Design Design of Industrial Systems Using Ecological Practices
Byproduct Recovery -
Biological Systems for Treating Toics
-
Water Quality Management -
10
20
30
40
50
60
70
80
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Appendix B: Liaison Comments and Responses
Liaison Requests when to all College of Engineering and College of Agricultural Sciences
departments, Forest Engineering, Wood Products and Engineering, and all departments which
had courses listed in the new degree program, including Math, Physics, Statistics, English, and
similar supporting departments. We received the following feedback, with responses indicated
below in italics.
Ralph Showalter, Head, Math Department
I see no substantial impact on our resources. The proposal contains 20 credit hours of MTH
(certainly appropriate for any enginering program) and expects 35 students initially, with many
of these coming out of other existing engineering programs. Good luck!
- Ralph
(No response required)
Theo Dreher, Head, Microbiology Department
Thanks, John. No conflicts or probs with Microbiology
Theo
(No response required)
Bob Smythe, Head, Statistics Department
John:
I note the presence of ST 42 1 in this proposal - I just want to make sure that you folks have what
you need here.
ST 421-22 has the name "Mathematical Statistics", but the truth is that nearly all the statistics
part is in ST 422. The great majority of ST 421 is spent building the probability background for
the inference material in ST 422. If you're looking for a course in probability models, ST 421 is
about as good as it gets, but if you want your students to learn some statistics, there may be
better options.
Ideally, of course, I'd suggest the whole sequence ST 421-22, but I realize that this may be a
luxury that isn't feasible for your students, and it may be more theoretical than you want. If you
want students to get some hands-on data analysis experience, ST 351-52 or ST 3 14 would work.
ST 314 is the Intro stat course for engineers - ST 351-52 is a pretty comprehensive "baby
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methods" course, but some of the good stuff like regression is in the second quarter of the course.
(There is also ST 3 17, which is a version of ST 3 14 tailored for EE students, with more
probability modeling and no quality control or design of experiments - but that is currently
inactive. It could probably be reactivated is there was sufficient demand.)
This may be confusing - give me a call if you'd like to talk about any of this.
Bob
Response: Wefeel that it is important that the primary basis in statistics for this program
focuses on understanding probability theory and treatment ofprobabilistic processes in the
design and analysis of systems. ST421 provides this basis. Further, each Option track includes
ST422, for those students who seek a stronger modeling basis for applying these probabilistic
methods to more complex systems. Because of the modeling and analysis emphasis of this
program, students will be exposed to basis data analysis and regression methods in the
introductory classes, precluding the need for ST 31 4.
Ken Williamson, Head, Civil, Construction, and Environmental Enginering, Chemical
Engineering
John: Here is a combined summary of comments that I received from my faculty.
Curriculum Detail Comments:
The proposal prescribed the two synthesis courses are prescribed (BI 301, Contemporary
Global Issues; ENGR 350, Science, Technology and Society). This appears to go against the
nature of the baccalaureate core to provide students a broad and well-rounded education,
especially within the context of a rigid engineering curricula.
(Response: We view these courses as providing a broad and well rounded education that are
well suited to the nature of the proposedprogram. However, we have no objection
expanding the synthesis course options for this program)
Sustainable Engineering, ENGR 350, cannot be counted as an engineering topic (it is a
baccalaureate core course, and can be taken by students of all majors. For ABET
engineering topic courses must be grounded in extensions/applications of basic science (we
learned this the hard way.
(Response: We recognize that ENGR3.50 does not satisfi ABETS engineering requirements,
but feel that it is important to include in this degree program because the emphasis on
sustainable design and engineering)
The proposed course entitled, "BEE 3XX Ecological Engineering Thermodynamics and
Transfer Processes," seems to be duplicative of ME 3 11 Thermal Fluids.
(Response: This is clearly not the case. The BEE course takes a fundamentally different
approach to thermodynamics, focusing on analysis across multiple scales, from cell
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metabolic processes to landscape-level thermodynamics. We tried to identzfi other courses
that could accomplish this, and none currently exist on campus)
A senior level statistics course, ST 421, is required in the sophomore year. We question the
background of the students to be successful in such an advanced course.
(Response: This is a legitimate concern. The alternative is to utilize a lower-level statistics
class to meet this requirement; however, this would not provided students with the solid basis
in probability theory we feel is important for this discipline. We are exploring incorporating
this into other EcoE courses as an alternative pathway that would address this concern.)
General Program Comments:
The proposal refers to a ''Platform for Learningy'concept that is being developed as a
nontraditional learning mode. From the proposal, it is not clear what this entails. We assume
this will have the flavor of the Tek-bot program in EECS which is probably a positive
addition.
(Response: This is correct. We anticipate an approach focused on progressively
sophisticated and expanding systems analysis approaches, something we feel would be
innovative, strongly engage students, andprovide our graduates with unique and useful
capabilities in the job market)
The proposal incorrectly states that the COE programs will undergo their next accreditation
review cycle during 2010, and that since the EcoE program will have graduates at that time,
it too will be included in the review. Actually, the next review of the programs in the COE
will occur during the fall of 2008, with self-study materials submitted the previous spring.
(Response: We have discussed this with the College and they have not indicated a speciJic
date of the next review, and have modzfi the proposal to reflect this. In any case, this is a
minor issue, as ABET reviews can be done at any time, and this is mostly a convenience issue
related to the collection of supporting materials for ABET'S Selfstudy for the program. We
anticipate going through the ABET review process as soon as possible after the program has
established suflcient graduates to meet the requirements of ABET.)
The similarities between the proposed program funded through the College of Ag Sciences
and the present Environmental Engineering program funded through the College of
Engineering are significant. We believe that serious consideration should be given to the
cost effectiveness of these two separate undergraduate programs with low enrollments.
(Response: The program is very different than the current Environmental Engineering
program, as is pointed out in the proposal. We view this program as very synergistic with
existing programs in Environmental Engineering, Bioengineering, and Forest Engineering,
but addresses a signijkantly different set of learning outcomes, student population, employer
market, and core set o f concepts. None of those program are based on ecological science.
Further, our surveys have indicated a high degree of student interest in this program, and we
are confident our enrollment numbers will be signijkant)
The environmental engineering program has gone through a significant alteration of its
curriculum in preparation for joining the proposed new School of Chemical, Biological, and
EcoE Undergraduate Program
Rev. 1011512006
Environmental Engineering. Through these changes, we are presently planning on increasing
the level analysis in our undergraduate courses and the complexity of the topics related to
chemistry, thermodynamics and transport phenomena. We are concerned about the lack of
preperation in core science and engineering topics in the proposed curriculum for the EcoE
program.
(Response: We are very cognizant ofthe need for a high degree of rigor in the analysis
aspects of this program, and have designed this into the coursework. The statement about
"lack ofpreparation in core science and engineering topics" is not correct and reflects an
inadequate understanding of the curriculum on the part of the commenter. Indeed, we feel a
strength of this program is the firm foundation it builds on in ecological and biological
science, coupled with rigorous grounding in engineeringprinciples and theory.)
The survey of freshman COE students does that appear to adequately support the enrollment
necessary for the program. Do you have data on other programs nationally like this? Do you
have job demand data? What enrollments are required to justify this program?
(Response: The interest expressed in this program has been very high from both students and
employers, in part because we are a leader in the development this discipline and are the
first out ofthe gate in creating a rigorous academic program in this area. We anticipate
high enrollments, including signiJicant out-of-state students, for this reason. Further, the
appeal ofthis program to under-represented engineering students, particular women, is very
high and will further enhance enrollment numbers. We give enrollment targets in the
proposal, based on existing capacity to deliver this program. If additional demand is
demonstrated, we will seek to address this demand within the constraints of available
resources.)
KJW
(Responses interspersed above)
(OUS and OSU)
Category I Proposal Budget Outline
Estimated Costs and Sources of Funds for the Proposed Program
Total new resources required to handle the increasedworkload, if any. If no new resources are required, the budgetary impact should be reported as zero.
See "Budget Outline Instructions"on the OUS Forms and Guidelines Web site: w.ous.edu/aca/aca-forms.html
University
Category I Proposal Name: New Academic Program: B . S . in Ecological Engineering
Academic Year: 2007-2008
Operating Year: Ist
Institution: Oregon State
Completed by: Susan Dobbie
Column B
Column A
From Current Budgetary
Unit
FTE
Dept
(indicate Ist, 2nd, 3rd, or 4th year--prepare one page for each)
Reallocation from
College
Other Budgetary Unit
Column C
Column D
Column E
From Special State
From Federal Funds &
From Fees, Sales, &
Appropriation Request Other GrantslContracts
Other Income
Column F
Column G
Endowment
LINE ITEM TOTAL
Personnel
Facultv (Include FTE)
1
Support Staff (Include FTE)
Graduate Assistants (Include FTE)
Fellowships/Scholarships
*OPE. Faculty
Staff
GTAlGRA
Nonrecurring
Personnel Subtotal:
1.041
0.45
I
96.1241
18,152
I
I
7,500
$96.124
$18,152
$7,500
$0
-
a
'
114.276
0
0
0
0
0
7.500
$121.776
Other Resources
LibraryIPrinted
Librarv/Electronic
Supplies and Services
Equipment
Travel
Other Expenses
Other Resources Subtotal:
1
1
I
$0
$0
$10,000
$0
$1,000
$2,000
10,000
"
- -
7
-
.
-
?
P
,
1,000
2,000
13,000
0
0
0
0
0
0
$13,000
Physical Facilities
Construction
Major Renovation
Other Expenses
Physical Facilities Subtotal:
,
'
. ,
,"2
3''
20,000
20,000
GRAND TOTALS: . 22-' 147,276
+
Percentage of Total
$0
$0
$20,000
b
>'"
95.15%
0
0
0
0
0
0
$20,000
$154,776
0
0
0
0
0
7,500
0.00%
0.00%
0.00%
0.00%
0.00%
4.85%
* See current OPE tables at http://oregonstate.edu/depWbudgets/budghand/tables.htm
(OUS and OSU)
Category I Proposal Budget Outline
Estimated Costs and Sources of Funds for the Proposed Program
Total new resources required to handle the increased workload, if any. If no new resources are required, the budgetary Impact should be reported as zero.
See "Budget Outline Instructions" on the OUS Forms and Guidelines Web site: w.ous.edu/aca/aca-forms.html
Oregon State University
Category I Proposal Name: New Academic Program: B.S. in Ecological Engineering
Academic Year: 2008-2009
Operating Year: 2nd
Institution:
Susan Dobbie
Completed by:
Column A
From Current Budgetary
Unit
FTE
.-"'".
Dept
College
(indicate I s t , Znd, 3rd, o r 4th year--prepare o n e page f o r each)
Column B
Column C
Column D
Column E
Reallocation from
From Special State
From Federal Funds B
From Fees, Sales, B
Other Budgetary Unit Appropriation Request Other GrantsIContracts
1
1
127,2761
0
0
94.44%1
0.00%1
0.00%1
* See current OPE tables at http://oregonstate.edu/dept/budgets/budghand&ables.htm
GRAND TOTALS:
Percentage of Total
'
0
0.00%l
1
1
0
0.00% 1
Other Income
0(
0.00%l
Column F
Column G
Endowment
LINE ITEM TOTAL
7,500))
5.56%11
$134,776
(OUS and OSU)
Category I Proposal Budget Outline
Estimated Costs and Sources of Funds for the Proposed Program
Total new resources required to handle the increased workload. 11any. If no new resources are required, the budgetary impact should be reported as zero.
See "Budget Outline Instructions" on the OUS Forms and Guidelines Web site: www ous.edu/aca/aca-forms.html
Institution: Oregon State University
Category I Proposal Name: New Academic Program: B.S. in Ecological Engineering
Academic Year:
2009-2010
Completed by:
Column A
From Current Budgetary
Unit
FTE
Dept
College
Operating Year: 3rd
Susan Dobbie
Column B
(indicate Ist, 2nd, 3rd, o r 4th year--prepare o n e page f o r each)
Column C
Column D
Reallocation from
From Special State
From Federal Funds 8
Other Budgetary Unit Appropriation Request Other GrantslContracts
IOther Resources
Supplies and Services
Other Resources Subtotal:
* See current OPE tables at http://oregonstate.edu/dept/budgets/budghand/tables.htm
Column E
Column F
Column G
From Fees, Sales, 8
Other Income
Endowment
LINE ITEM TOTAL
I
(OUS and OSU)
Category I Proposal Budget Outline
Estimated Costs and Sources of Funds for the Proposed Program
Total new resources required to handle the increased workload, if any. If no new resources are required. the budgetary Impact should be reported as zero.
See "Budget Outline Inslruclions" on the OUS Forms and Guidelines Web site: w,ous.edu/aca/aca-lorms.html
Institution: Oregon State University
Category I Proposal Name: New Academic Program: B.S. in Ecological Engineering
Academic Year: 2010-2011
Operating Year: 4th
Completed by:
Column A
I
Dept
1
(indicate I s t , 2nd, 3rd, o r 4 t h year--prepare o n e page f o r each)
Column B
From Current Budgetary
Unit
FTE
Susan Dobbie
Reallocation from
From Special State
From Federal Funds &
Other Budgetary Unit Appropriation Request Other GrantslContracts
College
1
1
GRAND TOTALS:
, 127,2761
0
0
94.44%1 0.00%1
0.00%1
Percentage of Total 1
* See current OPE tables at http://oregonstate.edu/dept/budgets/budghand/tables.htm
1
Column D
Column C
0
0.00%
1
1
0
0.00%1
1
Column E
Column F
Column G
From Fees, Sales, &
Other Income
Endowment
LINE ITEM TOTAL
0
0.00%1
1
7,50011
5.56%ll
$134,776
OSU Libraries
Collection Development
Library Evaluation for Category I Proposal
New Instructional Prowam Leading to the Bachelor of Science in Ecological Enheerinn (EcoE
ssl
Title of Proposal
Department of Biological and Ecological Engineering
Department
College of Engineering and College of Aaicultural Science
College
The subject librarian responsible for collection development in the pertinent curricular area has
assessed whether the existing library collections and services can support the proposal. Based on
this review, the subject librarian concludes that present collections and services are:
[ ] inadequate to support the proposal (see budget needs below)
[ ] marginally adequate to support the proposal
[X ] adequate to support the proposal
Estimated funding needed to upgrade collections or services to support the proposal (details are
attached)
Year 1:
Ongoing (annual) :
Comments and Recommendations:
Date Received: Oct. 18,2006
Date Completed*
Jeanne Davidson
Subject Librarian
stisnature
Nov. 13,2006
Margaret Mellinger
Subject Librarian
Laurel K G ~ ~ . L K
Head of Collection Development
~~ltabc
Date
Date
C:\Documents and Settings\mellingm\Local Settings\Temporary Internet Files\OLK7\EcoE
undergraduate Cat I.doc
Oregon State University Libraries
Evaluation of the Collection Supporting:
Proposal for the Initiation of a New Instructional Program Leading to
the Bachelor of Science in Ecological Engineering (EcoE BS)
Oregon State University
College of Engmeering and College of Agricultural Science
Department of Biological and Ecological En@neering
The Oregon State University Libraries' collections currently support the graduate
program in Ecological Engineering. However, because the new undergraduate program
places additional emphasis on the subject areas, and because undergraduates possibly
need a Merent mix of mformation resources than do graduate students, we did a quick
assessment of the monographs (books) and serials (journals) available through the OSU
Libraries.
W e OSU is seeking to be the first ABET accredited program in Ecological
Engmeering, other universities offer programs combining the study of biological systems
with engineering.We compared OSU Libraries collection for ecological engineering with
those available at the libraries of University of Arkansas, University of Florida, Oho
State University, University of Maryland and Purdue.
Monographs:
The OSU Libraries book collection was compared with that of Oho State University,
University of Arkansas, University of Maryland, University of Florida and Purdue using
the OCLC World Cat Analysis tool. The collections were compared using the
Environmental Technology category whch includes subhvisions such as water supply,
waste control and environmental protection. The chart in Appendm A shows the
percentage overlap between our collection and those of our comparators. OSU Libraries
owns the majority of titles that these institutions consider important for their
collections. Because our collection has focused on graduate level research, we may need
to consider purchase of addtional introductory works that will support upper division
undergraduates.
OSU students, faculty and staff have access to the monograph collections of over forty
academic libraries through the Orbis Cascades Alliance and its union catalog, Summit.
Authorized OSU users can easily request books from Pacific Northwest libraries,
includmg Portland State University, University of Oregon, University of Washington,
and Washingron State University. Items are delivered to OSU withn three days.
The 2000 OSU Libraries Collection Assessment revealed that the enpeering serials
collections were adequate to support M.S.-level study; therefore the journal collection is
adequate to support undergraduate research. Addtionally, onhne journal access has
increased the number of journals available to the Oregon State University community in
the past several years. Major packages from publishers such as Elsevier, Wiley and
Springer have added thousands of new titles to the OSU Libraries journal collection.
OSU Libraries are continuing to focus on subscribing to online products from
professional engineering societies such as the American Society of Agricultural and
Biological Engineers (ASABE) Technical Library and American Society of Civll Engineers
Digital Library w h c h include both journal literature and conference proceedmgs.
Students and faculty can obtain articles and papers not available through Oregon State
University Libraries subscriptions by using the library-subsidized Interlibrary Loan
Service.
Government Information
OSU Libraries is partial federal depository, meaning that a core collection of government
documents are housed here. These documents include a collection of NTIS reports, as
well as USGS, USFS, and EPA documents.
Subject-Specific Indexes and Abstracts
The library subscribes to several databases that provide access to ecological engineering
literature. These include the following:
Apcola
Applied Science and Technology Abstracts
ASABE T e c h c a l Library
CAB Abstracts
Compendex
Environmental Sciences and Pollution Management
o Includes Agricultural & Environmental Biotechnology Abstracts,
Environmental Engineering Abstracts, Sustainability Science Abstracts,
Toxicology Abstracts, Water Resources Abstracts, and others.
Instruction and Information Literacy
Whde t h s evaluation is largely focused on collections, the ABET CriteriaJor Accrediting
Engineering Programs defines speciEic outcomes and assessment for individual engineering
programs in Criterion 3. Criterion 3i speciEies that engineering graduates complete their
programs with'kecognition of the need for, and abdity to engage in lifelong learning."
Criterion 3.k. calls for students whose training has instilled in them the "abhty to use
the techques, slulls, and modern engineering tools necessary for engineering practice."
We submit that an important part offulfihng these outcomes involves students learning
about engineering information tools and resources available to them and through using
the rich literature of engineering research. Currently, many engineering students are
unaware of the vast resources available in the library, or of standard literature searclung
tools such as Compendex.
W e recommend that faculty in Ecological Engineering build curriculum that enables
students to gain research and information literacy slulls during their tenure at OSU that
they will use throughout their careers as engineers. As the curriculum for this new
program is developed, we encourage the faculty to consider incorporating information
instruction for the students into their courses. OSU Librarians often consult with
faculty to develop successful means to including research opportunities in course
assignments. W e also provide library instruction sessions, one-on-one consultations
with students and o n h e course assignment guides as options for assisting students.
These are especially useful in courses with a WIC component.
Summary
Current library resources are adequate to support the program as described.
Respectfully submitted by:
Jeanne Davidson and Margaret Mellinger,
Oregon State University Libraries
November 10,2006
Appendix A .Comparisonof monograph holdings OSU Libraries and comparators*
Water Supply - Sources
Water Supply - Waste
Water Supply, General
130
2
1522
10 17.54%
32 24.62%
1 50.00%
619 40.67%
*Comparator institutions include Ohio State University, University of Arkansas,
University of Maryland, University of Florida and Purdue.
47
98
1
903
82.46%
75.38%
50.00%
59.33%
Ganti Suryanarayana Murthy
Biological and Ecological Engineering Department
122 Gilmore Hall
Oregon State University
Corvallis, OR 97331-3906.
E-mail: [email protected]
Phone: (541) 737-6291 Fax: (541) 737-2082
Education
Ph.D.
Agricultural Engineering
University of Illinois at Urbana-Champaign
(Food and Bioprocess Engineering) Dec 2006
M.Tech. Food and Agricultural Engineering Indian Institute of Technology, Kharagpur, India
Jan 2003
(Dairy and Food Engineering)
B.Tech. Agricultural Engineering
North Eastern Hill University, Shillong, India
June 2001
Peer Reviewed Publications
Murthy, G.S., Townsend, D.E., Meerdink, G.L., Bargren, G.L., Tumbleson, M.E., and
Singh, V. 2005. Effect of aflatoxin B1 on dry grind ethanol process. Cereal Chem.
82:302-304.
Murthy, G.S., Rausch, K.D., Johnston, D.B., Tumbleson, M.E., and Singh, V. 2006.
Effect of dry and wet fractionation technologies on fermentation characteristics in dry
grind corn processing. Cereal Chem. 83:455-459.
Murthy, G.S., Singh, V., Johnston, D.B., Rausch, K.D., and Tumbleson, M.E. 2006.
Improvement in fermentation characteristics of degerined corn flour by lipid
supplementation. J. Ind. Microbiol. Biotechnol. 33:655-660.
Proceedings, Abstracts and Presentations
Proceedings
Murthy, G.S., Rausch, K.D., Johnston, D.B., Tumbleson, M.E., and Singh, V. 2004.
Effect of corn endosperm hardness on different stages of dry grind corn process.
ASAE Paper No. 046063. ASAE, St. Joseph, MI.
Singh, V., Murthy, G.S., Graeber, J.V., and Tumbleson, M.E. 2004. Grain quality
issues related to corn dry grind processing. Panel Discussion on Management
Approaches to Meet Customer Needs for Quality Grains - End User and Processor
Perspective. Proc. Intl. Quality Grains Conf., P. 6. Indianapolis, IN.
Murthy, G.S., Johnston, D.B., Rausch, K.D., Tumbleson, M.E., and Singh, V. 2005.
Strategies to improve fermentation characteristics of degermed corn flour. ASAE
Paper No. 057048. ASAE, St. Joseph, MI.
Murthy, G.S., and Prasad, S. 2005. A completely coupled model for microwave
heating of foods in microwave oven. ASAE Paper No. 056062. ASAE, St. Joseph, MI.
Murthy, G.S., and Singh, V. 2005. Effect of harvest moisture content and drying
temperature on the extractable and fermentable corn starch. ASAE Paper No.
057017. ASAE, St. Joseph, MI.
Murthy, G.S., Singh, V., Medanic, J.V., Rausch, K.D., Johnston, D.B., and
Tumbleson, M.E. 2006. Mathematical modeling of enzymatic hydrolysis of starch:
application t o fuel ethanol production. ASAE Paper No. 066229. ASABE, St.
Joseph, MI.
Murthy, G.S., Singh, V., Rausch, K.D., Johnston, D.B., and Tumbleson, M.E. 2006.
Effect of B vitamin and lipid supplementation in improving fermentation
characteristics of modified dry grind process: applications to high gravity
fermentations. ASAE Paper No. 066067. ASABE, St. Joseph, MI.
Abstracts
Murthy, G.S., Johnston, D.B., and Singh, V. 2004. Comparison of dry and wet
milling degerm and defiber processes for ethanol production. Abstract No. 97. Proc.
AACC, P. 82. St. Paul, MN.
Murthy, G.S., Townsend, D.E., Meerdink, G.L., Bargren, G.L., Tumbleson, M.E., and
Singh, V. 2004. Effect of aflatoxin B1 on dry grind ethanol production. Abstract No.
1. In: Proc. Corn Util. Technol. Conf. (Tumbleson, M.E., ed.) NCGA, St. Louis,
MO
Murthy, G.S., Rausch, K.D., Johnston, D.B., Tumbleson, M.E., and Singh, V. 2004.
Effect of endosperm hardness on ethanol yields. Abstract No. 2. In: Proc. Corn Util.
Technol. Conf. (Tumbleson, M.E., ed.) NCGA, St. Louis, M 0 .
Murthy, G.S., and Singh, V. 2005. Improvement in fermentation characteristics of
degermed corn flour by lipid supplementation. Abstract No. P10. Proc. Soc. Ind.
Microbiol. Conf. P. 11. Chicago, IL.
Murthy, G.S., Townsend, D.E., Meerdink, G.L., Bargren, G.L., Tumbleson, M E . , and
Singh, V. 2005. Fate of aflatoxin B1 in dry grind ethanol process. Abstract No. 1313.
The Toxicologist 84 (S-1). New Orleans, LO.
Murthy, G.S., and Singh, V. 2005. Lipid supplementation improved fermentation
characteristics of degermed corn flour. Abstract No. 97. Proc. AACC, P. 91. St.
Paul, MN.
a
Murthy, G.S., Townsend, D.E., Meerdink, G.L., Bargren, G.L., Tumbleson, M.E., and
Singh, V. 2005. Distribution of aflatoxin B1 in dry grind corn process streams and its
effects on fermentation. Abstract No. C-105. AOAC Intl. Midwest Section Prog. P.
64. Kansas City, MO.
a
Murthy, G.S., Singh,V., Medanic, J., Johnston, D.B., Rausch, K.D., and Tumbleson,
M.E. 2006. Development of a dynamic controller for the fermentation in the dry
grind corn process. Abstract No. . In: Proc. Corn Util. Technol. Conf. (Tumbleson,
M.E., ed.) NCGA, St. Louis, MO.
a
Murthy, G.S., Singh,V., Rausch, K.D., Johnston, D.B., and Tumbleson, M.E. 2006.
Mathematical modeling of enzymatic hydrolysis of starch: Application to fuel ethanol
production. Abstract No. . In: Proc. Corn Util. Technol. Conf. (Tumbleson, M.E.,
ed.) NCGA, St. Louis, MO.
Presentations
a
Murthy, G.S., Johnston, D.B., Singh, V., Rauscll, K.D., and Tumbleson, M.E. "Effect
of aflatoxin B1 on dry grind ethanol process" Eastern Regional Research Center,
USDA, Wyndmoor, PA 2004.
a
Murthy, G.S., Johnston, D.B., Singh, V., Rausch, K.D., and Tumbleson, M.E. "Effect
of yeast strain and protease addition on modified dry grind process" Eastern
Regional Research Center, USDA, Wyndmoor, PA 2006.
a
Murthy, G.S. "Fuel ethanol technology in India: Challenges and oppurtunities."
Maharana Pratap University of Agriculture and Technology, Udaipur, India 2006
a
Murthy, G.S. "Development of a controller for fermentation in the dry Grind corn
process." Indian Institute of Technology, Kharagpur, India 2006.
a
Murthy, G.S. "Dynamic controller for simultaneous saccharification and fermentation
process: Application t o fuel ethanol production." Golden Triangle Energy
Cooperative, Craig, MO 2006.
Invention Disclosure
"A dynamic optimal controller for control of fermentation processes" : Office of technology
management, University of Illinois at Urbana-Champaign.
Research Experience
Assistant Professor, Biological and Ecological Engineering, Oregon State
University; January 2007 to Present
Sustainable technologies for producing bioenergy and valuable coproducts from renewable
bioresources
Development of environmentally benign and sustainable technologies is a critical need.
In the next 15 t o 20 years, use of renewables for producing fuels and industrial products will
increase. This neccesiates a systematic approach for utilization of renewable bioresources.
Bioresources such as cereal grains, agricultural residue, animal waste, municipal waste and
other byproducts from food and feed industries can be utilized for value added processing.
Research in fermentation processes, control systems and biological systems modeling will
help in developing bioprocess technologies for processing such renewable bioresources.
Fermentation processes are a t the heart of most technologies for value addition and
conversion of renewable bioresources. Efficient control systems that optimize fermentation
performance and reduce processing costs will be required. Biological system modeling and
analysis for control system development is an area that has received little attention.
Microorganism growth can be controlled in two broad ways: genetic modificatiori and
environmental control. As such, evolution over millions of years has conferred versatile
adaptability t o microorganisms to maximize growth under varying environments.
Therefore, innate adaptability of microorganisms to environmental changes can be used as
a tool to optimize microbial growth and regulate fermentation. Such a design method
represents a paradigm shift in the design of control systems for biological processes in
general and fermentation processes in particular. Designing optimal control strategies
requires use of microbial growth models that incorporate microbial responses t o
environment. Development of suitable models is necessary for greater understanding of
biological systems and essential for development of efficient control systems.
Through multidisciplinary, inter and intra institutional collaborative efforts, we will
focus on
Development of sustainable and environment friendly technologies t o utilize
renewable bioresources for production of fuels and value added coproducts.
Control of biological and ecological systems.
Process modeling, simulation and analysis.
Graduate Research Assistant, Agricultural and Biological Engineering,
University of Illinois at Urbana-Champaign; August 2003 to Present
Dissertation research: Development of a controller for fermentation process in dry grind
corn process
With the rapid expansion of dry grind ethanol industry, various technologies for
increasing profitability of the dry grind ethanol plants are being adopt'ed. Control of
siinultaneous sacchal.ification and fermeiitation (SSF) process can increase the ethanol
plant productivity by maintaining optimum operating conditions. Objectives of doctoral
work were to: 1) build experimental apparatus and characterize the system, 2) develop
theoretical model for the SSF process and 3) develop a dynamic temperature, pH and
enzyme controller for the fermentation step in dry grind ethanol process and evaluate the
effectiveness of controller in improving fermentation performance. Dynamic controller was
developed based on a combination of flux balance analysis and cybernetic models.
Controller maintained optimum temperature, pH and enzyme concentration during the
SSF process.
Other research projects completed at the University of Illinois at Urbana-Champaign
We established that aflatoxin B1, contrary to conventional belief, does not affect dry
grind ethanol process, in a collaborative research involving personnel from Veterinary
Diagnostic Laboratory, University of Illinois at Urbana-Champaign.
Involved in studies on comparison of dry and wet milling degerm defiber processes for
ethanol production.
Characterized the suitability of coproducts produced from these processes in
collaboration with researchers a t Department of Animal Sciences, University of
Illinois at Urbana-Champaign.
Evaluated the effect of variables such as corn endosperm hardness, harvest moisture
content and post harvest treatment on dry grind ethanol process efficiency.
Iillproved fermentation characteristics of inodified dry grind processes by
micronutrient addition.
Graduate Scholar, Food and Agricultural Engineering, Indian Institute of
Technology, Kharagpur, India; July 2001 to January 2003
Thesis research: Modeling and simulation of microwave heating of food materials
The mathematical model was based on the Maxwell's equations and considered all
three coupling affects, namely, electromagnetic, energy and mass transfer mechanisms
in three dimensions.
The model, using finite difference time domain and finite volume methods, was
developed for a rectangular slab of porous material. Temperature and moisture
dependence of material properties were considered.
A novel model was developed for case hardening effect.
Using the model we predicted internal moisture movement, liquid flow under internal
pressure. I t can be used to observe the transient heating patterns and moisture
profiles during microwave heated of food materials.
Summer Research Fellow, Chemical Engineering, Indian Institute of Science,
Bangalore, India; May 2001 to July 2001
Studied droplet breakage in turbulent flows. Droplet size distributions under different
shear conditions were characterized. Measured droplet size distributions were
compared to theoretical model predictions.
Industrial Training, Central Institute of Agricultural Engineering, Bhopal,
India; May 2000 to July 2000
Researched the sorption characteristics of wheat, rice and soybeans and developed
sorption isotherms at different soak water temperatures.
In a collaborative research project, the sugar profiles were analyzed for fresh produce
(mangoes, tomatoes and bananas) during the maturing and ripening stages.
Generic models were developed for modified atmospheric packaging of fruits and
vegetables. Strategy was developed for design of multilayer packaging based on
packaging film properties.
Teaching Experience
ACES Teaching College course: A 10 week faculty development program designed t o
assist faculty members and selected graduate students in the College of Agricultural,
Consumer and Environmental Sciences to design and deliver effective inst.ruction.
Teaching College Level ACES (AGED 520): Continuation of Teaching College Course
included sessions on planning, delivering and evaluating effective teaching and
learning of college level courses in agricultural, consumer and environmental sciences.
Teaching Assistant for undergraduate and graduate courses:
-
Engineering for bioprocessing and bioenvironmental systems (AGE 222, spring
2004).
-
Bioprocessing of grains for fuels and chemicals (ABE 498, spring 2005).
-
Coproducts from bioprocessing cereal and oilseeds (TSM 499, fall, 2004 and
2005).
Responsibilities included classroom teaching, grading, design and conducting of
laboratory classes.
Worked with high school and undergraduate students during summer, 2005 and
assisted in executing a summer project.
Presentations and demonstrations to high school students visiting the Agricultural
and Biological Engineering Department.
Awards and Honors
Graduate Fellowship, University of Illinois (2004-2005, 2005-2006)
Gamma Sigma Delta professional development award (2006).
First place, poster competition at CUTC-2006, Dallas, TX (2006).
American Association of Cereal Chemists International, Anheuser Busch/Campbell
Taggert Endowment Fellowship (2006).
American Association of Cereal Chemists International, Milling and Baking Division
I\/I. Rella Dwyer Graduate Fellowship (2005).
An Incomplete List of Teachers Ranked as Excellent: Fall 2004 (ABE 499).
Third prize, product development competition, AACC/TIA 2004 annual meeting,
San Diego, CA (2004).
Travel Award, AACC-Process and Engineering Division (2004, 2005).
Gamma Sigma Delta, inducted 2006.
Alpha Epsilon, inducted 2004.
Graduate Scholarship, Ministry of Human Resources Development, Government of
India (2001-2003).
Best Masters' Thesis award, Indian Institute of Technology, Kharagpur, India (2003).
Summer Research Fellowship, Indian Academy of Sciences, Bangalore, India (2001).
Gold medal, best academic performance in undergraduate studies, North Eastern Hill
University, Shillong, India (2001).
Professional Society Activities
Student member, ASABE and AACC International.
Vicechair, student division, AACC International (2005).
Alpha Epsilon Honor society, treasurer (2005).
Student member, Gamma Sigma Delta.