Environmental Engineering Educational Mission and Goals

Educational Mission of the Environmental Engineering Program

The educational mission of the Environmental Engineering undergraduate program is to prepare students to begin a research or professional practice career path in Environmental Engineering or related discipline by a three-pronged approach: (1) Fundamentals. Provide a strong educational foundation of engineering fundamentals (mathematics, physical sciences, and engineering sciences); (2) Environmental Topics. Introduce students to land, air, and water resources; physical, chemical, and biological entities and processes important to these resources; and the legal, social, ecological, and economic frameworks within which these resources must be managed; (3) Analysis and Design. Develop analysis and design skill for land, air, and water resources that build upon Fundamentals and Environmental Topics.

Undergraduate Major in Environmental Engineering

Program Educational Objectives: Graduates of the Environmental Engineering program will
(1) establish an Environmental Engineering career in industry,government, or academia and achieve professional licensure as appropriate;
(2) demonstrate excellence and innovation in engineering problem solving and design in a global and societal context;
(3) commit to lifelong learning and professional development to stay current in technology and contemporary issues; and
(4) take on increasing levels of responsibility and leadership in technical and/or managerial roles.
(Program educational objectives are those aspects of engineering that help shape the curriculum; achievement of these objectives is a shared responsibility between the student and UCI.)

Environmental Engineering Student Outcomes

  1. an ability to identify, formulate, and solve complex engineering problems by applying principles of engineering, science, and mathematics;
  2. an ability to apply engineering design to produce solutions that meet specified needs with consideration of public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors;
  3. an ability to communicate effectively with a range of audiences;
  4. an ability to recognize ethical and professional responsibilities in engineering situations and make informed judgments, which must consider the impact of engineering solutions in global, economic, environmental, and societal contexts;
  5. an ability to function effectively on a team whose members together provide leadership, create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives;
  6. an ability to develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions;
  7. an ability to acquire and apply new knowledge as needed, using appropriate learning strategies.

REFERENCE
ABET Engineering Accreditation Commission (EAC) Criterion 3. Student Outcomes [Changes, Revisions and Proposed Program Criteria] (http://www.abet.org/accreditation/accreditation-criteria/accreditation-changes/)