Environmental Engineering Course Structure Proposal

Revision 3: April 6, 2006

Theme:

An Environmental Engineering Course with a strong emphasis on energy sourcing and energy management in a sustainable environmental context.

Sub-theme: An undergraduate enfineering course to provide an understanding of the inter-relationships of Energy, Energy Conversion and Usage, and the Environment, in a Environmental/Mechanical Engineering Context.

Basic Structure: Bachelor of Engineering - Environmental/Mechanical, B.E. (Env./Mech.), dedicated to Energy Management and the Environment.

Environmental Engineering: Some courses that are presently offered.

Environmental Engineering is a relatively new discipline, with practitioners coming from firstly traditional engineering streams (eg civil, mining, mechanical and chemical) and secondly, dedicated environmental engineering courses. Some examples of those courses are as follows:

University of Queensland: A chemical/civil engineering based course with environmental electives

Griffith University (1): A civil engineering course with environmental electives (Gold Coast)

Griffith University (2): A dedicated environmental engineering course (Nathan)

None of the three courses listed above has a strong energy orientation, and in fact the GU - Nathan course contains negligible thermodynamics, the basis of energy engineering. The GU - GC course is essentially a civil engineering course, with environmental electives that equip students to work in local government's waste management areas.

Dedicated environmental engineering courses have the disadvantage that they do not really equip engineers to do what engineers are supposed to do, that being to 'change the physical environment', albeit in an environmentally friendly way.

It is proposed that a regional Queensland university establish a Mechanical Engineering Course that would equip students firstly to be mechanical engineers, and secondly be environment engineers, with specific skills in energy management. The Course would seek accreditation with the Mechanical and Environmental Colleges of the Institute of Engineers, Australia, and recognition by the Australian Institute of Energy.

The need for such a course:

The understanding of heat engines is a necessity for the development and maintenance of energy and power systems on which our civilisation survives. The trend towards more environmentally friendly energy production and usage requires engineers that firstly understand, energy (the first and second laws of thermodynamics and their ramifications), energy and heat machines, and lastly, but still importantly, the environmental consequences of energy conversion, use and wastage. The engineers must be able to thoroughly, understand, monitor, and analyse energy systems, and thence design and build such systems. They must further be able to look at the environmental consequences of their designs and constructions, and be able to improve the environmental performance of their creations.

Suggested contents of the course:

Basic and applied sciences
- Physics, Mathematics, Chemistry and Engineering Principles
- Thermodynamics, Properties of Materials, Fuel Chemistry & Combustion, Hydraulics

Engineering
- Fluid Mechanics, Process Design, Production Engineering, Engineering Design,
- Structures, Electrical Systems, Engineering Computing and Controls Systems

Environment
- Air, water and land environmental systems, The Eco System Inter-relationships,
- Environmental Monitoring, The Climate and Energy Production

Energy
- Power Generation (traditional, renewable and sustainable systems), Fuel Resources
- Demand-side Management, Cleaner Production, Energy recovery
- Energy utilisation (practical applications)
- Power, light, heat, desalination, refrigeration, air-conditioning, food production
- Emissions, resource implications, environmental co-effects of production

Management
- Risk Management, Environmental and Quality Management Systems, Project Management.

Suggested course management:

The university would set up a Mechanical Engineering Energy & Environment School, with strong liaison to the Faculty of Science. The basic science courses, Chemistry, Physics and Mathematics, would be taught by Science, but with an engineering focus. Engineering Principles would be the first subject taught in the course by Engineering, followed by the applied sciences of thermodynamics, hydraulics, fluid mechanics etc.

The areas of Energy, Management and Engineering would be taught by Engineering, and Environment would be jointly taught by Engineering and Environmental Science. The course would require the establishment or sharing of engineering laboratories. This could be done with local Technical and Further Education (TAFE) colleges.

Articulation strategies:

Given the strong requirement for practical inputs into the course, a articulation with TAFE is suggested. Instruction in, power, light, heat, desalination, refrigeration, air-conditioning, and food production applications of energy would best be handled by TAFE. The creation of practical aspects of energy generation, traditional, renewable and sustainable systems, could also be developed with TAFE, with examples being the creation of generation systems based on the Stirling engine, advanced solar systems (including latent heat storage), wind and wave systems, and energy from waste systems.

It is suggested that TAFE be invited to undertake the creation of Advanced Diploma/Higher Certificate courses, in Energy, Energy Use and Energy Management, to complement the University offering.

Rationale for the course structure, style, articulation and purpose:

The course that is being presented is essentially a dedicated mechanical engineering course, with an energy and environmental orientation. It provides the following:

· A structure that allows graduates dual registration/recognition as mechanical and environmental engineers, and thus provides employment security when environmental engineering goes through troughs in demand,

· A course that provides prospective employers with a multi-skilled engineering graduate, with real design skills,

· A course that can provide graduates for sun-rise energy orientated industries for Queensland,

· A course that can complement technician education by local TAFEs in the areas of, refrigeration, air-conditioning, electrical trades, mechanical trades, process control and environmental monitoring,

· A course that can use TAFE facilities for practical education, and may offer articulation with specific TAFE courses, and

· The University with an entry into an engineering area of growing demand.

Course Start-up Financing Prospects

In June, The Australian Prime Minister announced the Government's Policy for 'Securing Australia's Energy Future' with considerable resources being directed towards renewable, sustainable and traditional energy resource development. That policy includes $500m for a Low Emission Technology Fund, funds for selected renewable energy technology development, and financial benefits for private industry investing in energy 'industry-led projects'. That policy document promises both certain access to public funds and the probability of access to private funds for participants.

The State of Queensland further has policies to promote new energy generation projects, and for the better use of energy. For Queensland, teaching and research based on the following technologies shows great promise:

· Low temperature geothermal (as practiced at Longreach),
· Sequestration of GHG from coal, oil-shale and NG developments,
· The use of bio-fuels/energy-from-waste(including ethanol, bagasse, field-trash and domestic waste),
· Co-generation and Fischer-Tropsch transport fuels,
· Thermal solar/wind energy production systems using latent heat storage, and
· Clean Coal Technologies the Coal 21 Initiative.

Following the creation of a 'respectable' undergraduate environmental engineering course, there will be possibilities for post-graduate research and course-work developments. Participation in research programmes that can tap government and private funds is also possible. Regional Queensland has the prospect of industrial growth that will complement its population growth, and that industrial growth should be based on industries such as environmentally responsible energy production and use that will require well educated graduates from a respected and forward looking Engineering School (Faculty).

Complementary Activities to the Env. Eng. Undergraduate Course.

A Small and Directed Engineering Faculty should be developed as a precursor to the establishment of any Environmental Engineering course. (The creation of a stand-alone Environmental Engineering course in a stand-alone Environmental Engineering school or department should be avoided.)

The Engineering Faculty could consist of:

Mechanical Engineering Manufacturing Engineering for SMEs.
Mechanical Engineering Mechatronics
Mechanical Engineering Environmental Engineering
Mechanical/Electrical Engineering Power Systems (Double Major)

The staff would comprise:

Mechanical Engineers, Electrical Engineers, Environmental Engineers, Systems Engineers, and specialists with chemical, metallurgical, bio-chemical, geological and mining experience and education.

An option would be provided to students to undertake a BSc/BE double degree in Environmental Science and Engineering.

Possible Industry Support Areas/Associations/Links/Activities:

Government:
AGO
Commonwealth Dept. of Industry, Tourism & Resources
Qld. Dept of Innovation and Information Technology
Qld. Dept of Energy
Qld. Dept. of Natural Resources and Mines

The CRC for Coal in a Sustainable Society
Coal21 Initiative
CO2 - Sequestration

Geo-sequestration
Green sequestration
Oceanic

Renewable Energy Demonstration Field Laboratory: A remote community in need of reliable renewable power where the following can be demonstrated:

The Stirling Engine Project,
Solar Desalination, and
Solar Hybrid Project.

BACKGROUND

Welcome to (the) Environmental College

Extracted from the IEAust web site, September 2004.

The College of Environmental Engineers was approved by a resolution of the Council of ENGINEERS AUSTRALIA in April 2000.

The College aims to promote the practice of Environmental Engineering through:

* Providing leadership and focus within ENGINEERS AUSTRALIA on environmental policy
and sustainable pursuits,

* Co-ordinating continuing education for professional development for Environmental Engineers,

* Professional accreditation of registered schemes including the management of the National
Professional Register for Environmental Engineers, and

* Providing direction and co-ordination on environmental matters in ENGINEERS AUSTRALIA
dealings with Government, other professions and the community.

Skills in elements of environmental engineering are now widely used in many fields of engineering. The College of Environmental Engineers will therefore consult with other Colleges of ENGINEERS AUSTRALIA with the objective of developing joint programs to meet the core and elective professional development requirements of all ENGINEERS AUSTRALIA members who require professional skills in environmental engineering and related disciplines. The aim of the consultation shall be to ensure complete coverage of professional development needs in an efficient and effective manner, and the harmonisation of standards for assessing member development.

The College of Environmental Engineers will liaise with bodies outside of the ENGINEERS AUSTRALIA both within Australia and overseas, with a view to fostering co-operation that will better serve the membership. Co-operation will occur at a number of levels, depending on the type and standing of the outside body, and where appropriate will lead to recommendations that formal affiliations be made.

In accordance with ENGINEERS AUSTRALIA regulations, the College of Environmental Engineers will be represented on the Professional Consultative Committee which nominates representatives to the ENGINEERS AUSTRALIA National Congress, to represent the interests and views of the Colleges in that forum.

Subject/Course Development

Bachelor of Engineering - Environmental/Mechanical

The first year of the common engineering degree should only need the development of a first year 'Engineering' subject/course. That subject/course could consist of four components, these being:

Engineering Mechanics Lecture/tutorial
An Introduction to Engineering Materials Lecture/tutorial/laboratory (TAFE laboratory input)
An Introduction to Engineering Processes Lecture/tutorial/site visits
Engineering Drawing (Traditional and CAD) Lecture/tutorial/computing lab (TAFE input)

The physics, mathematics and chemistry could be existing subjects possibly with modification to fit the needs of subsequent (post-requisite subject) studies.

The second year subjects would include Mathematics II, Thermodynamics, Properties of Materials, Fuel Chemistry & Combustion, Hydraulics, Electrical Systems, Basic Engineering Structures, Process Design, Engineering Computing and Controls Systems, and Fluid Mechanics, Students would undertake an introductory environmental subject, such as, Issues in Environmental Management, as suggested by Dr. Andrew Hammond (QUT), and a more advanced Ecology and Environmental Measurement subject in the second semester.

The third year would have a major emphasis on energy production and use. The environmental/ management subject for this year would be Cleaner Production. The fourth year would include management subjects (including EMS and quality management), advanced energy engineering electives, and thesis/project.

Related Post Graduate Courses & Activities.

Master of Technology Management Energy and Resource Management.

This course would consist of three components.

Component 1

Introduction to Energy Technologies, Traditional, Sustainable and Renewable
Emerging Energy Technologies, Energy Resources, Conservation and Utilisation
Technological Entrepreneurship & Innovation
Energy Project Management and Funding (including BOT, BOOT, ROOT etc)

Component 2

Principles of Strategic Management in the Energy Industries,
(including Environmental Management Systems for the energy industry &
energy security and maintenance)
Energy Marketing and the Development of Energy Trading, and
Mandatory Renewable Energy Target (MRET)
Research Project Management, Development and Demonstration
(including taxation and other incentives).
Energy Project Commercialisation Theory & Practice

Component 3

Energy Management Project

Participation in the Co-operative Research Centre for Security

A new CRC is in the pipeline for final approval. This CRC is concerned with security, information technology and risk assessment. Its functions and activities will cross over the disciplines of information technology, engineering (as security system design, manufacturing and application) and management (corporate risk and business continuity maintenance).

In Queensland, M.E.T.T.S. Pty. Ltd., an SME bid partner. There are opportunities for other participants to come in once the CRC is fully functioning and a regional university participation from Queensland would be most appropriate.

The Master of Technology Management (MTM) - Development

There are eight subjects (areas) listed for the MTM proposal. All these subjects could be developed over time, however a relevant MTM could be created with the development of say two energy related subjects, and the judicious use of existing MBA and MIntBus subjects, some of which could have topic options that relate to energy included in a basic structure.

Referring to the CRC-Security, the CRC does propose to develop an advanced coursework subject(s), that would reflect the theme of the CRC. That subject could be given an energy theme in terms of the security of energy supply. One or two subjects that would be offered in the MTM could be developed through participation of the CRCS.

The MTM would appeal to graduates from many disciplines. For some students a very IT approach would be desired, for some a more business management orientation would be welcome, whilst for the remainder a mixed offering would be appropriate. The MTM programme offered by the USC should cater for a fairly 'broad church' of candidates. In an energy context an IT approach could include a major inclusion of the study of supervisory control and data acquisition (SCADA) systems, whilst for others such areas as resources management would be attractive. A 'broad church' approach has been suggested by Dr. John Abbot, Griffith University's former director of studies for that Institution's MTM programme.

A New Concept in an Environmental Engineering Course Structure

A New Concept in an
Environmental Engineering Course Structure