Please use the following format for the course syllabi (2 pages maximum in Times New Roman 12 point font)
1. Course number and name
2. Credits and contact hours
3. Instructor’s or course coordinator’s name
4. Text book, title, author, and year
a. other supplemental materials
5. Specific course information
a. brief description of the content of the course (catalog description)
b. prerequisites or co-requisites
c. indicate whether a required, elective, or selected elective (as per Table 5-1) course in the program
6. Specific goals for the course
a. specific outcomes of instruction, ex. The student will be able to explain the significance of
current research about a particular topic.
b. explicitly indicate which of the student outcomes listed in Criterion 3 or any other outcomes are
addressed by the course.
7. Brief list of topics to be covered
1. Course number and name: CE 460 – Advanced Hydrology
2. Credits and contact hours: Credits: 3; Contact Hours: 3 50-minutes classes per week
3. Instructor’s or course coordinator’s name: Michael E. Barber, Spring, 2013
4. Text book:
Hydrology and Floodplain Analysis 5th edition, Philip Bedient, Wayne Huber, and Baxter
Vieux. Prentice Hall, 2012.
5. Specific course information
a. Catalog Description:
CE 460 – Advanced Hydrology 3. Course Prerequisite CE 351. Components of the hydrologic cycle;
conceptual models; watershed characteristics; probability/statistics in data analysis; hydrographs;
computer models; and design applications. Credit not grated for both CE 460 and 560.
b. Prerequisite(s):
CE 351 – Water Resources Engineering
c. Elective
6. Specific goals for the course
a. Outcomes of instruction
1.
2.
3.
4.
5.
To enable students to understand the fundamental principles of surface water hydrology.
To apply those principles to the solution of real-world problems in design.
To introduce students to relevant software packages for surface water runoff.
To develop an understanding of integrated water resources management.
To enhance students’ ability to work both independently and in teams.
b. Student outcomes addressed by this course:
Outcome
(1) A firm foundation and
knowledge of mathematics,
science & engineering principles
and the ability to apply the
knowledge (Outcome a)
(3) An ability to design a
component system, or process to
meet desired needs and imposed
constraints (Outcome c)
(4) The ability to think logically,
critically and creatively
(Outcome d)
(6) The ability to identify,
formulate and solve civil
Role of CE 460
Basic topics involving precipitation, infiltration, evaporation, and
overland flow are taught building on introduction presented in CE
351 class (Water Resources Engineering). Students are required
to complete homework for each of the topics described above.
Homework and lectures designed to teach fundamentals of
hydrology while promoting use of web-based data. Exams
evaluate students’ knowledge regarding the practical application
of the hydrologic cycle including computations involving all
aspects of surface water runoff.
Open-ended design projects require students to determine location
and size of stormwater collection facilities, e.g. pipes, grates,
detention ponds, erosion control structures.
Homeworks are assigned to promote these concepts. Design
project is very open-ended with teams coming up with different
engineering problems (Outcome
e)
(7) The ability to use appropriate
modern techniques, skills and
tools, including computer
applications, necessary for
engineering practice (Outcome k)
(8) An understanding of
professional ethics & integrity
and an engineer’s responsibilities
to the profession and society
(Outcome f)
(9) Ability to communicate
effectively in written, oral, and
graphical forms (Outcome g)
(10) Awareness and
understanding of the impact of
engineering on global & societal
issues (Outcome h)
(11) A knowledge of
contemporary issues (Outcome j)
(12) Recognition of the
importance of life-long learning
(Outcome i)
viable solutions to the same problem. Students are asked to
explain their assumptions with respect to which hydrograph
technique, or runoff factor, or infiltration procedure they used.
State-of-the-art computer programs such as HEC-HMS and
WWHM are taught and used to complete runoff hydrograph and
stream routing computations. Students are asked to develop
spreadsheet models to perform certain calculations.
Discussion and assignments related to examining the impact of
coefficient selection in the sizing of bridges, canals, pipes and the
problems associated with failure. The roles of contractor,
developer, regulator, and engineer are discussed.
A couple of assignments required written evaluation of reports.
Group project requires a team of 3 to 4 students to work together
to solve a design and turn in written report and give oral
presentation. Numerous home works require data to be plotted and
analyzed.
Principle applications of hydrologic cycle applied to land
development and flood control. Urban stormwater design
discusses trade-offs of cost versus benefits both in terms of
economic and environmental.
Many stormwater problems are presented in context of protecting
aquatic species as well as simple flood control. Examples using
King County (Seattle) and Portland areas tied to salmon protection
and stream restoration. Global climate change impacts in the
Pacific Northwest are discussed with specific focus on Columbia
River treaty implications to U.S. and Canada.
Discussion of new research and journal articles included.
References are made to professional short courses available that
go beyond the amount of material that can be presented in a class
are given. The need to keep professional registration current once
obtained is also discussed.
7. Topics:
1. Hydrologic cycle and contemporary issues related to climate change
2. Precipitation, evaporation, infiltration calculations
3. Surface water runoff quantity and quality
4. Urban hydrology
5. Flow routing
6. Computer models for runoff prediction and stormwater management
7. Design applications for stormwater collection and retention
Prepared by: Michael Barber, January 2013