UNDERGRADUATE MANUAL
ENVIRONMENTAL ENGINEERING
DEPARTMENT OF CIVIL, STRUCTURAL, AND
ENVIRONMENTAL ENGINEERING
School of Engineering and Applied Sciences
University at Buffalo
State University of New York
Buffalo, New York 14260-4300
http://www.eng.buffalo.edu/ees
April 2003
Department Office
Department of Civil, Structural, and Environmental Engineering
212 Ketter Hall
University at Buffalo
North Campus
Buffalo, New York 14260
Department Chair
Dr. Michael Constantinou
212 Ketter Hall
Telephone: (716) 645-2114 (extension 2446)
Fax: (716) 645-3773
ciechair@acsu.buffalo.edu
Undergraduate Secretary
Ms. Cherrie Robbins
204 Jarvis Hall
Telephone: (716) 645-2114 (extension 2332)
Fax: (716) 645-3667
robbins4@eng.buffalo.edu
Director of Undergraduate Studies
Dr. John Van Benschoten
204 Jarvis Hall
Telephone: (716) 645-2114 (extension 2330)
Fax: (716) 645-3667
jev@buffalo.edu
Environmental Engineering Undergraduate Studies Manual, April 2003
Table of Contents
INTRODUCTION........................................................................................................................................3
PURPOSE OF THIS MANUAL ................................................................................................................3
OVERVIEW OF ENVIRONMENTAL ENGINEERING .........................................................................4
WHY STUDY ENVIRONMENTAL ENGINEERING AT UB? ..............................................................5
THE UNIVERSITY .................................................................................................................................5
THE DEPARTMENT..............................................................................................................................5
THE CURRICULUM .............................................................................................................................5
THE FACULTY ......................................................................................................................................6
THE RESEARCH INFRASTRUCTURE.................................................................................................6
STUDENT ORGANIZATIONS ...............................................................................................................7
ACCREDITATION ...................................................................................................................................8
OVERVIEW ............................................................................................................................................8
CONSTITUENTS ...................................................................................................................................8
EDUCATIONAL OBJECTIVES .............................................................................................................8
EDUCATIONAL OUTCOMES ..............................................................................................................9
ASSESSMENT ........................................................................................................................................9
IMPROVEMENT..................................................................................................................................10
PROFESSIONAL REGISTRATION ......................................................................................................11
ADMISSION, ADVISEMENT, AND GRADUATION ..........................................................................13
ADMISSION REQUIREMENTS............................................................................................................13
ENTERING FRESHMEN .....................................................................................................................13
SOPHOMORE ENGINEERING STUDENTS ......................................................................................13
TRANSFER STUDENTS ......................................................................................................................13
ADVISEMENT........................................................................................................................................14
KEY ADVISEMENT PERSONNEL ......................................................................................................14
KEY ADVISEMENT EVENTS ..............................................................................................................15
OTHER ADVISEMENT RESOURCES ................................................................................................17
REGISTRATION.....................................................................................................................................18
GRADUATION .......................................................................................................................................18
ACADEMIC GOOD STANDING...........................................................................................................18
CURRICULUM .........................................................................................................................................19
OVERVIEW ............................................................................................................................................19
GENERAL EDUCATION .......................................................................................................................19
TECHNICAL ELECTIVES .....................................................................................................................19
SPECIAL PROGRAMS ............................................................................................................................23
STUDY ABROAD...................................................................................................................................23
WORK EXPERIENCE ............................................................................................................................23
COOPERATIVE EDUCATION (CO-OP) PROGRAM........................................................................24
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List of Tables
TABLE 1. ENVIRONMENTAL ENGINEERING ADVISORY PANEL..................................................10
TABLE 2. B.S. ENVIRONMENTAL ENGINEERING CURRICULUM .................................................20
TABLE 3. APPROVED ENVIRONMENTAL ENGINEERING TECHNICAL ELECTIVES .................21
List of Figures
FIGURE 1. TYPICAL ENVIRONMENTAL ENGINEERING FLOWSHEET.........................................14
Appendices
GENERAL EDUCATION REQUIREMENTS
SELECTED COURSE DESCRIPTIONS
GUIDANCE FOR CIVIL ENGINEERING STUDENTS ON LICENSING AND ETHICAL
RESPONSIBILITIES (AMERICAN SOCIETY OF CIVIL ENGINEERS)
FACULTY AND STAFF DIRECTORY
IMPORTANT CONTACTS AND WEB ADDRESSES (BACK COVER)
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INTRODUCTION
PURPOSE OF THIS MANUAL
This manual has been designed as a general reference for prospective and enrolled undergraduate
environmental engineering majors. Students who intend to pursue the B.S. civil engineering degree
should consult the Civil Engineering Undergraduate Manual. An online version can be read or
downloaded from: www.civil.buffalo.edu/Undergrad/ugmanual.html (users of this manual should check
the web site periodically for published errata). Detailed information on how to contact individuals and
offices referenced in this document is included at the end of the manual.
Students may also wish to consult the following references:
• University at Buffalo Undergraduate Catalogue, available online at: http://undergradcatalog.buffalo.edu
• School of Engineering and Applied Sciences online student handbook, available online at:
http://wings.buffalo.edu/eng/oss
• Student Rules and Regulations, a booklet published by the Division of Student Affairs that
outlines expected standards of conduct and behavior, housing, student activity centers, and student
finances and records, available online at http://www.ub-judiciary.buffalo.edu/rulereg.shtml.
The guidance presented in this manual is based on the policies and procedures of the University at Buffalo
(UB), the School of Engineering and Applied Sciences (SEAS), and the Department of Civil, Structural
and Environmental Engineering (CSEE) as of April 1, 2003. The University reserves the right to modify
the procedure and requirements outlined in this manual. Such modifications generally will not be
considered retroactive.
In accordance with federal and state laws, no person in whatever relationship with the University at
Buffalo shall be subject to discrimination on the basis of age, religion or creed, color, disability, national
origin, race, ethnicity, sex or sexual orientation, or marital or veteran status.
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OVERVIEW OF ENVIRONMENTAL ENGINEERING
The profession of environmental engineering involves the application of engineering principles to the
management of the environment for the protection of human health and ecosystems. Environmental
engineering has existed as a profession in the United States since the mid-19th century. In the earliest
years, its primary mission was the conveyance of fresh water to urban areas and the removal of
contaminated water. With the modernization of industry in the 20th century, both the size and scope of
the profession grew explosively. In addition to traditional water and wastewater management, modern
environmental engineers address problems related to air pollution control, industrial hygiene, radiation
protection, hazardous waste management, toxic materials control, solid waste disposal, public health, and
ecosystem management. The UB program in environmental engineering provides introductory coverage
of air pollution and environmental health issues, and in-depth treatment of topics related to water and soil
pollution in natural and engineered systems.
UB’s undergraduate program in environmental engineering prepares students for professional practice
and/or graduate study. Graduates are prepared for employment opportunities in 1) the development,
design, and management of innovative and conventional treatment processes for water, wastewater, and
hazardous wastes, and 2) modeling the fate and transport of contaminants and assessing their impact on
environmental quality. Graduates of UB’s undergraduate and graduate environmental and civil
engineering programs have found employment:
• In private practice (consulting or industry), participating in the research, planning, design,
construction and/or maintenance of public and commercial environmental facilities and projects such
as environmental cleanups.
• In public practice (city, county, state, or federal agencies), participating in city/regional planning, the
design and construction of public environmental facilities such as water/wastewater treatment plants,
and/or in developing and implementing environmental programs and regulations.
• At colleges and universities, training future engineers and conducting research to develop new and
improved technologies.
• In multidisciplinary settings, combining environmental and civil engineering training with geology,
economics, law, software engineering, architecture, and/or information technology.
Typical annual starting salaries for environmental engineers with a B.S. degree are in the $35,000 to
$45,000 range. Factors influencing salary include computer skills, experience, specialization, and grade
point average.
Many graduates of the environmental engineering program continue on or return within a few years to
graduate school for advanced studies leading to a master of engineering (M.E.) degree or a master of
science (M.S.) degree and, in a few cases, the doctor of philosophy (Ph.D.) degree. Graduates of the B.S.
program also have the skills and most prerequisites to pursue further education in law, medicine,
management, or other professional fields.
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WHY STUDY ENVIRONMENTAL ENGINEERING AT UB?
THE UNIVERSITY
As New York State's major public university, the University at Buffalo is the largest graduate and
research center in New York and New England, with over 75,000 alumni living and working throughout
the United States. UB is a member of the prestigious Association of American Universities, which
includes only the finest research-intensive institutions.
THE DEPARTMENT
The Department of Civil, Structural, and Environmental Engineering offers the only degree in
environmental engineering within the State University of New York (SUNY) system. Recent National
Research Council (NRC) and Gourman Report surveys ranked the Department’s graduate program as
30th in the nation. With 23 full-time faculty members, the Department has yearly research expenditures in
the range of $5 to $10 million and is the home of three major research centers. The integration of
research with undergraduate teaching provides students with unique opportunities for state-of-the-science
training.
The goals of the Department are expressed in its Vision and Mission statements, which are summarized
below.
VISION STATEMENT
The vision of the Department of Civil, Structural, and Environmental Engineering is to be recognized as a
prominent department in civil engineering in the United States and a premier department in civil
engineering among public universities in the northeastern United States. Our vision is guided by
principles of stability and flexibility. We will maintain our strength in the traditional areas of civil
engineering, but we will be flexible as we face the new challenges in our professional environment. We
foresee the need for a continual reassessment and change of our teaching and research foci as we
respond to the following trends: (a) ongoing technological advancements, (b) the increasingly
multidisciplinary nature of engineering projects, (c) the growing emphasis on social responsibility,
accountability, and efficiency.
MISSION STATEMENT
Civil, structural and environmental engineers contribute to the health, safety, and quality of life of society
through the design, construction, and operation of public and private infrastructure. The mission of the
Department of Civil, Structural and Environmental Engineering is to:
• Educate students in fundamental concepts, critical thinking, technical skills and ethical principles
as applied to engineering analysis and design,
• Serve the engineering profession and society through scholarship and innovative research,
• Provide the local, national, and international communities with continuing educational
opportunities, technical assistance, and intellectual resources.
THE CURRICULUM
UB’s environmental engineering program provides students with an integrated education in mathematics,
basic sciences, English composition, ethics, humanities, fundamentals of environmental engineering,
engineering design, and computer applications. A solid foundation is provided in the basics of
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environmental engineering with an emphasis on aqueous and soil systems. In-depth specialization is
provided through a choice of senior-year electives. While pursuing their B.S. degree students can also
gain valuable industrial experience through co-op and internship programs.
THE FACULTY
Instruction in the Department of Civil, Structural, and Environmental Engineering is provided by 23
distinguished full-time faculty and several adjunct faculty. Seven of the current full-time faculty
members specialize in environmental and water resources engineering. All full-time faculty hold doctoral
degrees, and many have earned national awards, including: the SUNY Chancellor's Awards for Excellence
in Teaching (3 recipients), the National Science Foundation Presidential Young Investigator Award (2
recipients), the Office of Naval Research Young Investigator Award, and the New York State Society of
Professional Engineers Engineering Educator of the Year Award. Dr. James Jensen, Associate Professor
of Civil, Structural and Environmental Engineering also serves as Director of the UB Center for Teaching
and Learning Resources.
THE RESEARCH INFRASTRUCTURE
The Department of Civil, Structural and Environmental Engineering has active research programs in the
areas of structural and earthquake engineering, environmental engineering, computational/geomechanical
engineering, and geoenvironmental engineering. These research programs include several nationally
recognized multidisciplinary centers:
• The Great Lakes Program (www.buffalo.edu/glp), established in 1986, is one of approximately
10 university-based Great Lakes research centers in the U.S. and Canada. Its mission is to
develop, evaluate and synthesize scientific and technical knowledge on the Great Lakes
ecosystem in support of public education and policy formation.
• The Center for Integrated Waste Management (www.ciwm.buffalo.edu) was established at the
University at Buffalo by New York State in 1987 to initiate and coordinate research and
development in the area of toxic substances and hazardous wastes. The Center currently promotes
the development and application of improved environmental technologies and management
methods for 1) more effectively remediating past environmental contamination and promoting
redevelopment of formerly contaminated properties, and 2) preventing, reducing, reusing, and
recycling industrial and municipal waste streams.
• Established in 1986 by the National Science Foundation (NSF), the Multidisciplinary Center for
Earthquake Engineering Research (MCEER) (mceer.buffalo.edu) was the country’s first
National Center for Earthquake Engineering Research (NCEER). This national center's mission is
to reduce earthquake losses through research, development and application of knowledge and
advanced technologies that improve engineering, pre-earthquake planning, and post-earthquake
response and recovery. In pursuit of this goal, MCEER coordinates a nationwide program of
problem-focused, multidisciplinary team research, education and outreach activities that include
collaboration with business, industry, consultants and government.
In addition to the above Department-based Centers, environmental engineering students and faculty
participate in the activities of several other UB research centers, including the Center for Computational
Research, the National Center for Geographic Information and Analysis, New York Sea Grant, and the
Environment and Society Institute.
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STUDENT ORGANIZATIONS
Environmental engineering students are afforded the opportunity to participate in many nationallyrecognized professional organizations, including:
• Air and Waste Management Association (AWMA)
• American Society of Civil Engineers (ASCE)
• Chi Epsilon (civil engineering honor society)
• National Society of Professional Engineers (NSPE)
• National Society of Black Engineers (NSBE)
• New York Water Environment Association (NYWEA)
• Society of Women Engineers (SWE)
• Society of Hispanic Professional Engineers (SHPE)
• Tau Beta Pi (engineering honor society)
• UB Environmental Engineering and Science Club (UBEESC)
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ACCREDITATION
OVERVIEW
UB’s environmental engineering program is designed for accreditation by the Accreditation Board for
Engineering and Technology (ABET). With an ABET-accredited B.S. degree, graduates may eventually
apply for registration as a Professional Engineer (PE) (see Professional Registration). ABET conducts
reviews of undergraduate programs for accreditation at 6-year intervals. The first UB review of the
environmental engineering program took place in December, 2002. Full accreditation of the
environmental engineering program (retroactive to 2002) is expected in July, 2003.
The Department of Civil, Structural, and Environmental Engineering has developed an ongoing program
of self-evaluation and improvement designed to maintain a high quality environmental engineering
education and meet the accreditation requirements of ABET. Details regarding the current status of
ABET-accreditation activities are available from the program web site (www.eng.buffalo.edu/ees). Key
components of this program include:
• Definition of the constituents served by the environmental engineering program
• Establishment of educational objectives and outcomes
• An ongoing program of assessment that measures the degree to which the objectives and outcomes are
being met
• An ongoing program of improvement to the environmental engineering program in response to
feedback from the assessment process
CONSTITUENTS
The constituencies of the environmental engineering program include the following:
• Current students in the environmental engineering program and their families
• Department faculty
• Other faculty in the School of Engineering and Applied Sciences
• Other faculty of the University at Buffalo
• Graduate and professional schools
• Employers of environmental engineering graduates, including engineering consulting firms,
government agencies, manufacturing and construction companies, and educational and research
institutions
• Employers who participate in the Engineering Career Institute and the environmental engineering
internship and co-op programs
• Alumni of the Department
• Members of the external Environmental Engineering Advisory Panel
EDUCATIONAL OBJECTIVES
Consistent with the mission and vision of the Department, the objectives of the environmental
engineering program are to:
• Provide students with engineering knowledge and skills that allow them to work effectively as
environmental engineers and in related job functions in consulting, industry, government, and
academia
• Prepare students for graduate study
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•
•
•
•
•
Provide students with a broad general education that fosters an understanding of the impact of
environmental engineering solutions in a global and social context
Monitor and ensure student progress by providing timely advisement
Evaluate and update the undergraduate curriculum and teaching facilities on a continuous basis to
satisfy the program needs and ensure a high quality of instruction
Monitor faculty development to ensure a high quality of teaching and maintain the currency of
course content by drawing on active faculty research
Support students in their professional and post-graduate educational development by offering faculty
advice and departmental resources, including support for student societies and professional groups
EDUCATIONAL OUTCOMES
Consistent with the educational objectives outlined above, graduates of the environmental engineering
program should demonstrate:
1. Proficiency in mathematics through differential equations, probability and statistics, calculus-based
physics, general chemistry, and fluid mechanics
2. Proficiency in hydrogeology or a related earth science
3. Proficiency in ecology or a related biological science
4. Knowledge of introductory fundamentals in the areas of air, water, land, and environmental health
5. Capability to design and conduct physical and numerical experiments for aqueous and soil systems
6. Proficiency in advanced principles and practice relevant to aqueous and soil systems
7. An understanding of the roles of public and private organizations in environmental management
8. An ability to perform engineering design
9. An ability to communicate effectively and function on multi-disciplinary teams
10. An understanding of professional practice issues, including the interaction of professionals in the
construction process, the importance of professional licensure, and ethical responsibility
11. A knowledge of contemporary issues and a recognition of the need for, and an ability to engage in,
life-long learning
ASSESSMENT
The CSEE Department has developed a program of formal assessment activities designed to evaluate the
civil engineering and environmental engineering degree programs, and provide the basis for ongoing
improvement. Details are provided in the Environmental Engineering Assessment Plan, which is
available from the program web site. Implementation of the various assessment activities is supervised by
the Undergraduate Studies Committee, a group composed of Department faculty representing a crosssection of the various civil/environmental engineering subdisciplines. Assessment of the civil engineering
program was formalized in 1999 with the first exit survey of civil engineering seniors, with senior exit
surveys continuing to function as significant components of the Department’s self-assessment. Results
from past surveys are posted on the Department web site. Other components of the environmental
engineering assessment program include the following activities:
• Individual exit interviews conducted by an outside consultant
• An alumni survey scheduled for summer 2005
• An employer survey scheduled for summer 2005
• Periodic meetings of the external Environmental Engineering Advisory Panel (see Table 1). Two daylong meetings have been conducted to date, with a summary of meeting activities posted on the
program web site.
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•
Focus group discussions eventually will be organized with targeted groups of employers and other
constituents. Focus groups have been used successfully by several UB engineering programs,
including civil engineering.
Regular review of the overall curriculum and individual course content by the CSEE Undergraduate
Studies Committee
Regular review of performance data from the Fundamentals of Engineering exam
•
•
TABLE 1. ENVIRONMENTAL ENGINEERING ADVISORY PANEL
Member
Dr. Fred Pohland, PE,
DEE
Dr. Andrew Middleton,
PE, DEE
Mr. Gerhard Neumaier
Dr. James Rhea, PE
Ms. Maria Lehman, PE
Affiliation
Professor, Department of Civil and Environmental Engineering,
University of Pittsburgh, Pittsburgh PA
President, Corporate Environmental Solutions LLC, Pittsburgh PA
President, Ecology & Environment, Buffalo NY
Vice President, Quantitative Environmental Analysis LLC,
Syracuse NY
Erie County Commissioner of Public Works, Buffalo, NY
IMPROVEMENT
In response to the feedback received from the assessment program, the Department is engaged in an ongoing program of self-improvement. Recent examples of these activities include:
• Changes to the environmental curriculum that will be implemented in Fall 2003
• Revisions to the laboratory components of the civil and environmental engineering curricula
beginning Fall, 2002
• Development of a streamlined and improved system of student advisement (see Advisement)
• Increased emphasis on various aspects of professional practice in both the civil and environmental
engineering, including professional registration, technical communications, and work experience
courses
• Changes to the content and delivery of several upper-level environmental engineering courses
(CIE447, CIE448, CIE449)
• In response to student feedback and in consultation with the external Advisory panel, measures were
identified to increased coverage of air pollution topics while maintaining the program focus on
aqueous and soil systems
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PROFESSIONAL REGISTRATION
The UB environmental engineering program is designed to support eventual licensure as a Professional
Engineer. The American Society of Civil Engineers strongly recommends that all students consider
professional registration as part of their career path (see brochure contained in the Appendix).
Obtaining registration as a PE is a multi-step process that normally includes graduation with a B.S. degree
from an ABET-accredited program. Once a student has completed junior-year coursework, he/she is
eligible to take the Fundamentals of Engineering (FE) exam, usually while still enrolled as a student.
After graduation, the new engineer must accumulate a specified period of experience (usually 4 years)
working under the supervision of a licensed PE. The final requirement for registration is the successful
completion of the PE exam, which is administered on a state-by-state basis. In most states, completion of
a Master’s degree will reduce the required experience (e.g., from 4 to 3 years). More information about
professional licensure is available from the American Society of Civil Engineers (www.asce.org), the
National Council of Engineering Examiners (www.ncees.org) and the New York State Department of
Education (www.op.nysed.gov/pe.htm).
Although the FE exam can be taken at any point prior to applying for the PE license, most fulltime UB
engineering students take the exam in April of their senior year (the test is also offered in October). The
registration deadline for the April exam is normally in the preceding November. Exams are scheduled for
8 AM on the following dates:
2003..........April 11, (PE), 12 (FE)..........October 24, (PE), 25 (FE)
2004..........April 16, (PE), 17 (FE)..........October 29, (PE), 30 (FE)
2005..........April 15, (PE), 16 (FE)..........October 28, (PE), 29 (FE)
2006..........April 21, (PE), 22 (FE)..........October 27, (PE), 28 (FE)
2007..........April 20, (PE), 21 (FE)..........October 26, (PE), 27 (FE)
2008..........April 11, (PE), 12 (FE)..........October 24, (PE), 25 (FE)
April exams typically are offered in Rochester NY, while the October exams are given in Buffalo.
To assist with preparation for the FE exam, an evening review class is offered each year by the
Engineering Society of Buffalo. The course typically involves a weekly 3-hour review session for 23
weeks. Fulltime UB students normally receive a 50 percent discount on the standard course fee.
For more information about the FE exam, contact the Director of Undergraduate Studies or visit the
information page maintained by the SEAS Office of Student Services: wings.buffalo.edu/eng/oss/pe.doc.
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Notes
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ADMISSION, ADVISEMENT, AND GRADUATION
ADMISSION REQUIREMENTS
ENTERING FRESHMEN
Applicants for admission to the environmental engineering program must meet the minimum
requirements of the University at Buffalo’s Division of Undergraduate Education. High school
preparation should include physics and mathematics through trigonometry and solid geometry. A fourth
year of high school mathematics (such as calculus or pre-calculus) is very useful, as well as a familiarity
with computers. Previous study in chemistry, biology, and/or CAD/mechanical drawing also are
advantageous. Freshman applicants may be admitted directly into the environmental engineering
program, subject to review of their high school records.
Applications for admission to the fall term (first semester) should be completed prior to March 15 and
applications for admission to the spring term (second semester) must be completed prior to December 1.
Additional information about the admissions process can be obtained from the University Admissions
Office (www.buffalo.edu/Admissions).
SOPHOMORE ENGINEERING STUDENTS
Students currently enrolled in the UB School of Engineering and Applied Science may apply for
admission to the B.S. environmental engineering degree program by contacting the SEAS Office of
Student Services (see contact list on last page). For admission in the sophomore or junior year, the
acceptance criteria include a minimum overall UB grade-point average (GPA) of 2.0 and a minimum
GPA of 2.0 or above in technical courses (math, basic science, and engineering).
TRANSFER STUDENTS
Students applying for transfer to UB’s environmental engineering program must have a minimum of 12
credit hours of collegiate-level work completed or in progress at the time of application. Students who
have attended an accredited community college, four-year college or university may begin their
environmental engineering studies at the sophomore or junior level. Normally, transfer students who
completed an Engineering Science program at a community college are on track to complete the UB
environmental engineering curriculum within 2 to 2.5 additional years of study at UB. Graduates with
Associate’s Degrees from a technology program will receive a very limited amount of transfer credit and
can expect to spend 3.5 to 4 additional years of study to complete the degree requirements. Transfer
students with two years of pre-engineering study (at a four-year accredited school) are on track to
complete the environmental engineering degree in 4 additional semesters.
Prospective transfer students should contact the SEAS Office of Student Services and/or the CSEE
department at least one semester prior to transferring to request an earlier evaluation of transfer credits,
and advice on subjects they might take during their last semester before coming to UB.
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ADVISEMENT
Students in the B.S. environmental engineering program have a variety of resources for academic
advisement. As a student progresses through the academic program, each member of his/her advisement
team will play a different role, depending on the status and concern of the student.
KEY ADVISEMENT PERSONNEL
Contact information is summarized on the last page of this manual.
SEAS Office of Student Services (OSS) academic advisors
An academic advisor from the Office of Student Services is often the first student contact, usually as part
of the orientation process. Meetings with a SEAS advisor are generally recommended on a semester basis
for the first two years and on an “as needed” basis thereafter, usually upon student request.
In addition to providing general academic advice, the SEAS advisors make decisions regarding transfer
credit for basic math, science, and general engineering (EAS) courses, provide information on General
Education requirements, and provide a final review to ensure that the student has met all degree
requirements at the time of graduation. As the student progresses through his/her program of study,
individual advisement is increasingly provided by the Department faculty advisor.
The Engineering Student Services Office maintains a flowsheet for the student's program of study, a onepage form that many students find to be the most useful means for tracking progress toward degree
requirements (see Figure 1). The flowsheet is updated on a semester basis, and is referenced extensively
by both the OSS and faculty advisors.
FIGURE 1. ENVIRONMENTAL ENGINEERING FLOWSHEET
(Typical – Details may differ)
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Freshman Mentor
Most engineering students entering UB as freshman are assigned a faculty mentor whose responsibility is
to meet with the student on a voluntary basis during the freshman/sophomore years. The primary role of
the mentor is to provide general guidance and encouragement during the transition to college-level study,
as well as information on engineering careers. In general, the mentor is not expected to provide specific
advice regarding degree requirements; these functions are performed by other members of the advisement
team. In the Department of Civil, Structural, and Environmental Engineering, the freshman mentor
normally continues as the student’s faculty advisor.
Student Excellence Program Staff
The SEAS Office of Student Services operates a student excellence program to assist students in
developing good study habits and making an effective transition to engineering study at the university
level. Several voluntary programs are available, including group study sessions and tutoring in math,
chemistry, and physics. For details, visit: www.eng.buffalo.edu/Mentoring/freshman_programs.htm.
Departmental Faculty Advisor
When a student enrolls as an environmental engineering major, he/she is assigned an academic advisor
who is a full-time member of the CSEE faculty. A current list of assigned student advisors is posted on
the Department web site. A newly accepted student or a CSEE student whose name is not on the list
should contact the undergraduate studies secretary to request the assignment of a faculty advisor.
The role of the CSEE faculty advisor is to provide general guidance regarding the environmental
engineering curriculum and career paths. Specific questions regarding “nonstandard” issues such as
transfer credits, general education, and course substitutions will normally be directed to other appropriate
members of the advisement team. Juniors and seniors are required to meet with their Departmental
advisor once each semester during the registration period. Students may request a change in their
assigned Departmental advisor at any time by contacting the undergraduate studies secretary.
Director of Undergraduate Studies
The CSEE Director of Undergraduate Studies is a faculty member who performs a variety of functions,
including approval of upper level course transfers or substitutions, assistance to students with academic or
registration problems, advisement of students in combined degree programs, and coordination of ABET
accreditation activities. Students may request a meeting with the Undergraduate Studies Director at any
time (see contact information on last page of this manual).
Undergraduate Studies Secretary
The undergraduate studies secretary assists students with a variety of issues, including advisor
assignments and force registration (see contact information on last page of this manual).
KEY ADVISEMENT EVENTS
Initial advisement: freshman and new transfers
During the initial School of Engineering and Applied Sciences orientation, each student's educational
background and prospective major are reviewed by an OSS advisor, and registration into the appropriate
classes for the first semester is processed. Where applicable, transfer and high school Advanced
Placement (AP) credits are reviewed and recorded on the student's flowsheet. (Transfer students and
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freshman requesting AP credit should forward their final transcript to the UB Admissions Office well in
advance of the initial orientation).
Meeting with mentor: freshmen and sophomores
During the orientation period, freshmen will be provided with information regarding their mentor; often,
an opportunity will be provided to meet with the mentor during the orientation. During the subsequent
semesters, meetings can be initiated by the student or the mentor. Faculty mentors are encouraged to
ensure that at least three meetings take place during the first semester. The frequency of subsequent
meetings depends primarily on the student’s interest and availability.
Meeting with CSEE faculty advisor: all students
It is mandatory for each student to arrange an advisement meeting with his/her faculty advisor at least
once each semester prior to the start of registration for the following semester; announcements regarding
the mandatory advisement session are distributed well in advance. In conjunction with the advisement
meeting, juniors and seniors must complete an Advisement Form (downloaded from the Department web
site) with the help of the faculty advisor, and submit a copy of the completed form to the undergraduate
studies secretary.
The purpose of the advisement meeting is to help each student choose the best available courses in proper
sequence, and to facilitate completion of the degree program within the desired length of time and at the
student’s best performance. Without proper advisement, a student can make mistakes in selecting courses
that can delay graduation by a semester or more. Consultation with faculty advisors can help minimize
the possibility of such errors. Nevertheless, it is ultimately the student's responsibility to see that all
degree requirements are or can be met in time to enable graduation at the desired date.
Students may also request a meeting with their CSEE faculty advisor at any time to obtain general
academic and professional advice.
Mandatory pre-graduation advisement meeting: juniors
During the spring semester of the junior year, a mandatory advisement session is scheduled (usually
during the class period of one of the required courses). During this meeting, students will be provided
with information regarding graduation paperwork and senior-year technical electives. Faculty advisors
from the various CSEE subspecialties areas will be available to answer questions and provide additional
information.
Application for Degree
To be considered for graduation (degree conferral), each student must file an Application for Degree Card
with the Student Response Center prior to deadlines published in the Undergraduate Catalogue (February
1 for June 1 graduation, July 1 for September 1 graduation, and October 1 for February 1 graduation). It
is the responsibility of the student to ensure compliance with this requirement, which is strictly
enforced.
Exit survey and interview: seniors
As part of the ongoing assessment program for the B.S. environmental engineering program, all students
are required to complete an anonymous exit survey that is distributed during one of the required senior
year courses. The exit survey is an important component of the ABET accreditation process, and provides
student with an opportunity to deliver candid feedback about the environmental engineering program.
Graduating students may also be asked to participate in an exit interview conducted by an outside party,
16
Environmental Engineering Undergraduate Studies Manual, April 2003
which provides an opportunity for more in-depth feedback. The results from previous surveys and
interviews have led to a number of improvements in all facets of the program, including advisement,
curriculum, and instruction. Summaries of all surveys and interviews are available on the program web
site.
Degree audit: optional for seniors
After a student has filed the required UB Application for Degree form, a formal review of the academic
records is performed by the SEAS Office of Student Services to verify that all applicable graduation
requirements have been met. At any time (typically during the semester preceding the anticipated final
semester), students may request an informal “degree audit” from the OSS staff to satisfy themselves that
graduation requirements are addressed in a timely fashion. This action is recommended for transfer
students and/or students who have multiple approved course substitutions. An informal “degree audit” is
probably not necessary for students who entered UB as a freshman, have followed the recommended
curriculum consistent with the Undergraduate Catalogue and environmental engineering Undergraduate
Manual, and have met regularly with their Departmental faculty advisor.
General advisement meetings
At regular intervals, general advisement meetings will be held to address special topics (e.g., combineddegree programs, work experience courses, professional registration, etc.). These meetings will be
publicized via class announcements, flyers, and e-mail listserves.
OTHER ADVISEMENT RESOURCES
DARS
The Degree Auditing and Reporting System (DARS) is a online system that attempts to track progress
towards degree requirements for all UB undergraduate students. At the time of this writing, the DARS
system is not regarded as a reliable resource for environmental engineering majors, particularly transfer
students, although improvement is ongoing. Students are encouraged to use DARS only for preliminary
screening; any discrepancies should be brought to the attention of the faculty advisor and/or Office of
Student Services advisor.
SEAS Flow Sheets
When a student enters an engineering major, a flow sheet is prepared by the SEAS Office of Student
Services (see Figure 1). The flow sheet is the primary advisement vehicle through which graduation
requirements are tracked, including transfer credit and other “non-standard” considerations.
Environmental engineering majors are strongly encouraged to become familiar with their flow sheet and
use it as a resource in course selection and advisement. Environmental engineering flow sheets are
updated each semester and available to students through their Departmental faculty advisor or Office of
Student Services advisor.
TAURUS
In general, acceptance of transfer credits is determined by the SEAS Office of Student Services in
consultation with the Director of Undergraduate Studies. However, for colleges and universities within
the SUNY system, a large number of courses have been “prescreened” to establish articulation
(equivalence) with UB courses.
A searchable version of TAURUS is available online at:
www.taurus.buffalo.edu.
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Environmental Engineering Undergraduate Studies Manual, April 2003
REGISTRATION
Students can register for courses through MyUB (a web-based personal portal to online UB resources:
http://myub.buffalo.edu) during the appropriate periods indicated in the UB registration schedule.
Several of the junior and senior courses require “force” registration, which must be accomplished by a
designated University staff member. To complete the registration process in junior/senior semesters, each
student should: 1) download the advisement form from www.civil.buffalo.edu/Undergrad/forms.html, 2)
schedule an appointment with his/her CSEE faculty advisor to discuss course selection and obtain the
necessary signature, 3) register for all non-force courses through MyUB, 4) submit a copy of a signed
advisement form to the undergraduate studies secretary (see contact list at end of manual), and 5) check
MyUB periodically to verify that preregistration, including the required force registration, has been
completed. It is the responsibility of each student to ensure that all course registration activities are
completed in a timely fashion. Students that experience difficulty with any aspect of the registration
process should contact the Director of Undergraduate Studies.
Under some circumstances, juniors and seniors with a GPA of 3.0 or higher may select a graduate course
as a Technical Elective, subject to permissions from the instructor and the Director of Undergraduate
Studies. Force registration will be accomplished by the undergraduate studies secretary upon submittal of
the appropriate form with appropriate (www.civil.buffalo.edu/Undergrad/Forms.html).
GRADUATION
The B.S. degree in environmental engineering is awarded upon successful completion of the required
courses (summarized in Curriculum) with grade-point averages of 2.0 or higher in two categories: overall
(all UB courses) and engineering (EAS, CIE, and other engineering courses).
In order to be considered for graduation (degree conferral), each student must file an Application for
Degree Card with the Student Response Center prior to deadlines published in the Undergraduate
Catalogue (by February 1 for June 1 graduation).
It is the responsibility of the student to ensure
compliance with this requirement, which is strictly enforced.
ACADEMIC GOOD STANDING
The requirements outlined above (2.0 overall and engineering GPAs) must also be met to maintain an
academic good standing while enrolled in the environmental engineering program. Students who fall
below these minimum standards will be subject to probation and, in some cases, dismissal from the
program. Students are not allowed to register for senior year courses while on academic probation.
Readmission to the program after dismissal for academic reasons can only be accomplished by petition to
Director of Undergraduate Studies. The petition should provide a detailed plan indicating how the
academic record will be improved.
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Environmental Engineering Undergraduate Studies Manual, April 2003
CURRICULUM
OVERVIEW
This section summarizes the current B.S. environmental engineering curriculum (see Table 2). Due to
recent changes in course sequence, students entering UB at different times may be subject to minor
differences in degree requirements. Students who are uncertain of the applicable program should contact
the Director of Undergraduate Studies.
During the first two years of study, the environmental engineering curriculum provides for the
development of knowledge and skills in the sciences, mathematics, basic engineering, and English
composition and reading. In the Junior year, this development is supplemented and followed by courses
in civil engineering, biology, geology, laboratory methods, and environmental engineering. During the
senior year, students complete a sequence of “capstone” project-oriented courses and may select four
technical electives from engineering and/or a wide range of supporting programs.
At the time of this writing, there are no approved combined degrees associated with environmental
engineering. In some cases, students may also pursue “customized” double majors and minors, subject to
the guidelines given in the UB Undergraduate Catalogue (for more details, contact the Director of
Undergraduate Studies).
GENERAL EDUCATION
All UB students must take a specified number of General Education courses. At the time of this writing,
the School of Engineering and Applied Science is in the process of phasing in new requirements in
response to changes in the SUNY system. Several sets of requirements are potentially applicable
depending on when (year) and how (transfer or freshman) a student entered UB. These requirements are
summarized in the Appendix and at wings.buffalo.edu/eng/pss/gened.html. For more information, contact
the SEAS Office of Student Services.
TECHNICAL ELECTIVES
Three (3) upper-level Technical Electives are required for the B.S. Environmental Engineering program.
Many students select Technical Electives to provide exposure to topics outside of engineering in the
natural, health, or policy sciences. Any combination of approved Technical Electives (see Table 3) may
be selected, subject to the following considerations:
• Only one of the work-experience courses (CIE404, 3 credits of CIE406-408, or EAS495) may be
counted as a Technical Elective towards the B.S. Environmental Engineering degree requirements.
• In some cases, graduate courses or courses not listed in Table 3 may be taken as Technical Electives
with prior approval from the Director of Undergraduate Studies.
• Students are strongly encouraged to enhance their skills in computer analysis by taking EAS230
(higher level language) and EAS451 (modern methods of engineering computation), particularly if
considering further study at the graduate level.
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Environmental Engineering Undergraduate Studies Manual, April 2003
TABLE 2. B.S. ENVIRONMENTAL ENGINEERING CURRICULUM
FALL
MTH141 Calculus I
CHE107 Chemistry I
EAS140 Engineering Solutions
General Education
ENG101 Writing 1 (or ENG102)*
Library Skills
TOTAL:
4
4
3
3
3
FIRST YEAR
SPRING
MTH142 Calculus II
PHY107 Physics I
CHE108 Chemistry II
EAS150 Graphic Communications
ENG201 Reading and Adv. Writing or Gen. Ed.*
17
TOTAL:
4
4
4
2
3
17
4
3
3
3
3
16
SECOND YEAR
SPRING
MTH306 Differential Equations
MIC301 Fundamentals of Microbiology
EAS209 Mechanics of Solids
CIE340 Environmental Engineering
General Education**
TOTAL:
4
4
3
3
3
17
FALL
CIE441 Ecological Engineering
CIE354 Fluid Mechanics
GLY414 Hydrogeology
BIO309 Ecology
EAS308 Engineering Statistics
CIE360 Environmental Engineering Lab
TOTAL:
3
3
3
3
3
1
16
THIRD YEAR
SPRING
CIE334 Mechanics of Soils
CIE343 Hydraulic Engineering
CIE442 Treatment Process Engineering
CIE415 Professional Practice Issues
General Education**
CIE362 Civil Engineering Laboratory II
TOTAL:
3
3
3
3
3
1
16
FALL
CIE444 Hydrologic Engineering
CIE447 Environmental Engineering Practicum
CIE448 Chemical Principles in Env. Eng.
CIE469 Hazardous Waste Management
Technical Elective***
TOTAL:
FOURTH YEAR
SPRING
3
CIE445 Groundwater Engineering
3
CIE449 Environmental Engineering Design
3
Technical Elective***
3
Technical Elective***
3
General Education**
15
TOTAL:
FALL
MTH241 Calculus III
EAS207 Statics
CHE203 Organic Chemistry I
CIE303 Geodesy, GPS, GIS
General Education**
TOTAL:
SUMMARY:
Required Civil Engineering Courses
Required Basic Science and Math Courses
Required EAS Courses
Technical Electives
General Education Courses (including Writing Skills)
TOTAL
= 44
= 41
= 14
= 9
= 21
=129
Credit hours
Credit hours
Credit hours
Credit hours
Credit hours
Credit hours
NOTES:
* Writing Skill Requirement: ENG101 and ENG201 (or ENG102, contingent upon SAT or ACT score)
** General Education requirements may differ slightly for transfer students (see Appendix)
*** Select from approved list
20
3
3
3
3
3
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Environmental Engineering Undergraduate Studies Manual, April 2003
Table 3. APPROVED ENVIRONMENTAL ENGINEERING TECHNICAL ELECTIVES
(students may petition for other courses to be recognized as TEs)
Engineering
Civil, Structural, and Environmental Eng.
CIE404
Civil Engineering Internship*
CIE406-408
Civil Engineering Co-op*
CIE458
Geoenvironmental Engineering
CIE493
Project Management
CE304
CE318
CE429
Chemical Engineering
Chem. Eng. Thermodynamics
Transport Processes II
Chem. Eng. Reaction Kinetics
IE320
Industrial Engineering
Engineering Economy
BIO200
BIO201
BIO452
Natural Science
Biology
Evolutionary Biology
Cell Biology
Limnology
CHE204
CHE214
CHE334
CHE413
CHE470
Chemistry
Organic Chemistry II
Intro. to Analytical Chemistry
Phys. Chem. for Chem. Eng.
Instrumental Analysis
Analytical Chem. of Pollutants
GLY419
Geology
Environmental Geophysics
Engineering and Applied Science
EAS200
EE Concepts/Nonmajors
EAS204
Thermodynamics
EAS230
Higher Level Language
EAS451
Modern Meth. Eng. Computation
EAS480
Technical Communications
EAS495
Engineering Career Institute*
Humanities/Social Science
Interdisciplinary Social Science
ECO405
SSC315
Field Ecology
ECO407
SSC317
Environmental Politics
ECO412
SSC326
Great Lakes Ecology
SSC360
Environmental Impact Statement
SSC385
Energy, Environment, Society
GEO481
GEO484
GEO486
Economics
Microeconomic Theory
Macroeconomic Theory
Environmental Economics
Geography
Geographic Information Systems
GIS Applications
Spatial Decision Support
* 3 credits of approved work experience may be applied as one Technical Elective.
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Environmental Engineering Undergraduate Studies Manual, April 2003
Notes
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Environmental Engineering Undergraduate Studies Manual, April 2003
SPECIAL PROGRAMS
Engineering students have a number of opportunities to enhance their academic program of study through
study abroad and work experiences. At the present time, there are no formalized dual or combined degree
programs available for environmental engineering majors. The general University requirements for
customized minors and double majors are given the Undergraduate Catalogue; students interested in one
of these opportunities should consult with the Director of Undergraduate Studies.
STUDY ABROAD
Study Abroad programs are available to all UB students interested in enhancing their undergraduate or
graduate program, regardless of academic field. For details, visit the UB Study abroad page at
wings.buffalo.edu/academic/provost/intl/studyabroad/index.html. UB is also a participant in the Global
Engineering Education Exchange, which is described at: www.iie.org/pgms/global-e3/. Recently,
environmental engineering majors have participated in programs based in Monash University (Australia)
and Tokyo University of Agriculture and Technology.
WORK EXPERIENCE
Recent surveys of employers of UB engineering graduates have indicated that prior work experience is an
important factor in hiring and promotion. There are three primary means of obtaining external work
experience while pursuing the B.S. environmental engineering degree:
1. The co-op program involves twelve months of paid work experience and is described in detail in the
next section. Many of the current participants are firms that specialize in environmental engineering.
2. The internship (CIE404) provides 3 credits of academic coursework that can be counted as a
Technical Elective. Students typically work for an approved engineering employer on a part-time
basis (paid or unpaid) during a senior-year academic semester, and must submit a report and oral
presentation at the end of the internship summarizing their experience. Many of the current
participants are firms that specialize in environmental engineering. For details, contact the CIE404
instructor (currently Professor Shahid Ahmad) or the Director of Undergraduate Studies.
3. The Engineering Career Institute (ECI), a work experience program administered by the School of
Engineering and Applied Science, is offered every summer to students who have completed their
junior-year coursework. Details are available at: www.eng-workexp.buffalo.edu/summer.html.
Students participating in ECI register for EAS495 and receive 3 academic credits while performing
paid full-time summer work for an approved environmental engineering employer. The ECI is
identical to Work Session I of the Co-op program, which described on the next page. For details,
contact the Director of Undergraduate Studies.
In meeting the environmental engineering degree requirements, only one of the work experiences may be
counted as a Technical Elective.
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Environmental Engineering Undergraduate Studies Manual, April 2003
COOPERATIVE EDUCATION (CO-OP) PROGRAM
The Department of Civil, Structural and Environmental Engineering offers a Cooperative Education
Program ("co-op”) to provide its civil and environmental engineering students an opportunity to
supplement their academic work with paid, full-time professional work experience.
Participating
students receive:
•
enhanced educational experience from applying knowledge to real-life engineering problems. Upon
returning to the university, students bring their practical insight and motivation back to the classroom.
•
advantage in career placement when seeking employment after graduation. As documented in
surveys of employers of UB engineers, students who have participated in a co-op program are viewed
as more experienced and mature in their approach to solving practical engineering problems.
Students who participate in the co-op program typically acquire twelve months of paid, full-time work
experience at an engineering company doing environmental engineering work. Because of summer
activity, participation on the co-op program typically extends by only one semester the time required to
earn a four-year B.S. degree (students submit three 1-credit co-op experiences as one of the required
Technical Electives). Applications to the co-op program should be submitted before the end of the junior
year. Admission to the program is based on student academic performance and the availability of
sponsoring companies with matching interests. A summary of co-op activities is given below. For
further information, students should contact the Director of Undergraduate Studies.
Summer after the Junior year
CIE408 Co-op Program 1. The first work session typically extends from the 4th week in May to the 3rd
week in August, beginning with a 9-day pre-employment course that addresses professional development
topics such as teamwork, financial awareness, and value engineering. Students then engage in
approximately 11 weeks of full-time paid civil engineering work with a private company, under the
direction of a company supervisor and faculty advisor. At the end of the summer, students submit written
reports and give oral presentations summarizing their project work. Work Session 1 is offered in
conjunction with the summer SEAS Engineering Career Institute.*
Fall, Fourth Year
CIE406 Co-op Program 2. Students engage in full-time work at a company, with approximately 19
weeks of industrial experience.
Spring, Fourth Year
Students return to full-time study and take all the courses required for the spring semester of the fourth
year of the B.S. environmental engineering program.
Summer, Fifth Year
CIE408 Co-op Program 3. Students engage in full-time industrial work for approximately 13 weeks.
Fall, Fifth Year
Students again return to full-time study and take all the required courses planned for the fall semester of
the fourth year of the B.S. environmental engineering program. At the end of this semester, students in the
co-op program graduate with their B.S. environmental engineering degree.
* Note: The Engineering Career Institute (ECI) is offered every summer to all engineering students who have completed their junior year.
Students participating in ECI may use this as the first experience in the co-op program, although continuation to the co-op from ECI is not
required.
24
APPENDIX
General Education Requirements
School of Engineering and Applied Sciences
The following Appendix contains four handouts summarizing the SEAS
General Education requirements as of Fall 2002:
1. For all students entering UB in Fall 2002 or Spring 2003
2. For students entering UB as freshmen Fall 1999 through Spring 2002
3. For students entering UB as freshmen Fall 1995 through Spring 1999
4. For students entering UB as transfers Fall 1997 through Spring 2002
Freshmen: < 24 “transfer credits” at entry; does not include AP, IB, or A-Level credit
Transfers: >23 “transfer credits” at entry; does not include AP cr., IB, or A-Level credit
For current information and updates, visit:
http://wings.buffalo.edu/eng/oss/
http://wings.buffalo.edu/eng/oss/gened4.pdf
Summary of University General Education Requirements
For Engineering Students Entering as Transfers Fall 1997 through Spring 2002
General Education
Writing Skills
Students are required to complete ENG 101 and ENG 201 (or their ESL equivalent) unless they are
exempted by their score on the SAT/ACT or by proper AP or transfer credit. Students who transfer from
another university or college are exempt from the writing skills requirement if they have successfully
completed two semesters of college writing and composition or the equivalent, or if they present 57 or
more hours of acceptable transfer credit. SAT verbal > 570 waives ENG 101, SAT verbal > 720 waives
both ENG 101 and 201. A score of 4 or 5 on English Literature & Comp or Language & Comp gives credit
for ENG 101. If both the English Literature & Comp exam and the English Language & Comp exam are
completed with a minimum score of 4 on one and a 5 on the other then credit can be awarded for both
ENG 101 and ENG 201. S/U grading is not permitted.
Library Skills
In order to assess his or her knowledge on how to locate, use and evaluate information from UB’s
Libraries, all students are required to complete the Library Skills Workbook. Please see
http://ublib.buffalo.edu/libraries/units/ugl/workbook/.
Clusters
Six courses are required from two clusters. S/U grading is a student option.
Cluster l:
(2-4 courses)
Historical and Philosophical Studies (H)
Social and Behavioral Sciences (S)
Cluster 2:
(2-4 courses)
Foreign Languages and Cross-Cultural Studies (F)*
Literature and the Arts (A)
The General Education requirement is waived for those students who have completed an A.A., A.S., B.A.,
or B.S. degree before entering UB.
ABET
The Accreditation Board for Engineering and Technology requires 16 semester hours in the areas of
humanities and social sciences. Course selection must provide both breadth and depth and not be limited
to a selection of unrelated introductory courses. From the six courses required above, select two pairs of
courses, or “sequences.” A sequence is a set of courses from the same academic department.
Examples:
ECO 181-182
FR 101-102
MUS 115-116
PSY 101-222
Macroeconomics - Microeconomics
Elem. French I - II
Understanding Music - Theory of Music
Gen. Psychology - Abnormal Psychology
http://wings.buffalo.edu/eng/oss/gened4.pdf
WORKSHEET:
Cluster/Knowledge Area
1. Historical & Philosophical
Studies
Social & Behavioral Sciences
2. Foreign Languages &
Cross-Cultural Studies*
Literature and the Arts
ABET
Courses
First Department Set
Second Department Set
Depth Requirement
Classification of Majors and Departments by Knowledge Areas/Clusters
Cluster 2
Foreign Language and
Cross-Cultural Studies:
American Sign Language
American Studies
Arabic
Chinese
Classics
Danish
French
German
Greek
Italian
Japanese
Judaic Studies
Korean
Latin
Linguistics
Polish
Portuguese
Religious Studies
Russian
Spanish
Swahili
Thai
Ukrainian
Vietnamese
Women's Studies
Historical and
Philosophical Studies:
History
Philosophy
Life and Health Sciences
Anatomy
Biochemical Pharmacology
Biochemistry
Biological Sciences
Biophysical Sciences
Exercise Science
Health & Behavioral Sciences
Medical Technology
Medicinal Chemistry
Microbiology
Nuclear Medicine Technology
Nursing
Nutrition
Occupational Therapy
Pharmaceutics
Pharmacy
Physical Therapy
Physiology
Speech and Hearing Science
Cluster 1
Literature and the Arts:
Art
Art History
Comparative Literature
Dance
English
Humanities
Media Study
Music
Music Theatre
Theatre
Physical and Mathematical
Sciences & Technology
Architecture
Chemistry
Computational Physics
Computer Science
Engineering
Aerospace Engineering
Chemical Engineering
Civil Engineering
Computer Engineering
Electrical Engineering
Industrial Engineering
Mechanical Engineering
Environmental Design
Geological Sciences
Mathematics
Mathematics-Economics
Mathematics-Physics
Physics
Statistics
Social and Behavioral
Sciences:
African American Studies
Anthropology
Communication
Economics
Geography
Graduate School of Education
Counseling & Educ Psych
Educ Leadership & Policy
Learning and Instruction
Management
Political Science
Psychology
Social Sci Interdisciplinary
Sociology
http://wings.buffalo.edu/eng/oss/gened4.pdf
Selection of Courses and Standard Exceptions
Students may choose any 3-credit course offered by departments listed in the Classification of Majors and
Departments by Knowledge Areas. Courses that fall into either of two knowledge areas (one being the
department’s traditional placement and a second area due to the nature of the course content) are listed
in the undergraduate class schedule each semester and are available to review online at
http://wings.buffalo.edu/eng/oss/xlisted.pdf. Students who wish to fulfill general education requirements through
courses at other colleges must receive approval from their advisor. For a listing of previously approved courses
offered at other institutions, see the Web site for ARIES at http://aries.buffalo.edu.
There are, however, standard exceptions that apply to the proper selection of courses. The following courses will not
satisfy knowledge area general education requirements:
• Courses used to satisfy college skills requirements (writing and mathematics) and American Pluralism and
its cognates
• Independent study (generally 498 and 499)
• Internships, undergraduate teaching, experiential learning, or other courses not based on classroom
experience
• Courses in athletics, the University Learning Center, English as a Second Language, Clifford Furnas College,
and Cora P. Maloney College (except when cross-listed with an academic department)
• French, German, or Spanish 101 will only serve as a knowledge area course upon successful completion of
102 at UB. Successful completion of 101-102 at UB will earn the student general education credit for two
courses.
World Civilization
Students may use World Civilization (UGC111-112) toward knowledge area requirements in any of the following
knowledge areas: Foreign Language & Cross-Cultural Studies, Historical & Philosophical Studies, Literature & the Arts,
Social & Behavioral Sciences.
* Students may waive two courses in the foreign language and cross-cultural studies knowledge area by
demonstrating intermediate proficiency in a language other than English. Such proficiency may be demonstrated by
(1) showing a high school diploma from a country whose language of instruction is other than English, (2) achieving
an AP score in a foreign language (a minimum of 3, 4, or 5 depending on the language and the test) (3) receiving a
score of 600 or higher on a College Board Foreign Language Achievement Test, or (4) passing a "challenge
examination" administered by the Department of Modern Languages and Literatures. Engineering students benefiting
from this however, still need to have a minimum of 16 other credit hours in the humanities and social sciences and
two ABET sequences.
See http://www.sa.buffalo.edu/Teacher/ for teacher evaluations provided by fellow students!
SELECTED COURSE DESRICPTIONS (CIE, CHE, EAS, BIO, GLY,
MTH, MIC)
_______________________________________________________________
CIE303 Geodesy, GPS and GIS (3 cr. hr.) (F)
Prerequisite: EAS150
Introduces students to spatial concepts that are important in the planning, construction, and operation of
civil engineering projects and activities. The expression of these concepts in graphical language, which is
central to civil and architectural communication, will be introduced by first developing some basic skills
in CAD. Concepts and principles of location and layout of points on the surface of the three-dimensional
earth will be studied from both an historical and a modern technology perspective. The problem of
converting the curved surface of the earth onto a plane map or computer screen will be covered. The use
of plane concepts for local layouts will be covered along with a study of the circumstances under which
two-dimensional plane concepts can be utilized. The technological basis for modern measurement and
positioning systems such as DME and GPS will be discussed and demonstrated. Techniques used to
identify and lay out land areas in the United States will be covered. Finally, an introduction to GIS will be
introduced and demonstrated. (LEC)
CIE334 Mechanics of Soils (3 cr. hr.) (Sp) (formerly CIE434)
Prerequisites: EAS209, CIE354
Soil formation and identification. A study of the physical and mechanical properties of granular and
cohesive soils. The nature and flow of water in soils, stress distribution, analysis of deformation and
strength of soils. Stress path dependent behavior and consolidation. (LEC)
CIE340 Environmental Engineering (3 cr. hr.) (Sp)
Pre- or co-requisite: MTH306
An introduction to environmental engineering systems and infrastructure is presented. Fundamentals
covered include the application of mass and energy balances and equilibrium chemistry to environmental
systems. These concepts are applied to a number of important environmental topics including risk
assessment, modeling of water quality systems, water and wastewater treatment facilities, air quality
modeling, and municipal and hazardous solid waste management. LEC/REC
CIE343 Hydraulic Engineering (3 cr. hr.) (Sp) (formerly CIE443)
Prerequisite: CIE354
The application of fundamentals of fluid mechanics to design systems, including pipe/pump systems,
analysis of flow in rivers, and hydrodynamic and aerodynamic forces on structures. Topics include
friction losses in pipes, flow measurement, hydraulic machinery, boundary layer characteristics, drag and
lift forces, energy and momentum principle in open channel, resistance in open channels, uniform flow,
non-uniform flow, surface profile computation, and design of channel controls and transitions.
(LEC/REC)
CIE354 Fluid Mechanics (3 cr. hr.) (F)
Prerequisites: EAS209, MTH306
Provides an introductory treatment of the dynamics of fluids, with emphasis on incompressible fluids.
Hydrostatics, thermodynamics, fluid characteristics, kinematics, and dynamics; methods of analysis
include the infinitesimal and finite control volume; development of stress rate-of-strain relations; the basic
equations for continuity, energy, motion, and force-momentum are developed and applied. (LEC/REC)
CIE360 Environmental Engineering Laboratory (1 cr. hr.) (F)
Corequisite: CIE354 or permission of instructor
The course is a 1 credit laboratory experience that supports fundamental concepts developed in required
courses for Environmental Engineering majors (CIE354 Fluid Mechanics, CIE441 Ecological
Engineering). Students will also develop familiarity with modern methods of pollutant analysis. Data
will be collected and analyzed using statistical and numerical tools. Individual and group reports will
serve as vehicles for the development of Technical Communications skills. One 3 hour lab per week or
equivalent. (LAB)
CIE362 Civil Engineering Laboratory 2 (1 cr. hr.) (Sp)
Laboratory testing to enhance and extend the student’s understanding of the fundamental principles of soil
mechanics, hydraulic engineering, and environmental engineering. Continuation of CIE360. One 3-hour
lab per week or equivalent. (LAB)
CIE404 Civil Engineering Internship (3 cr. hr.) (F; Sp)
Prerequisite: good senior standing
A field experience working on a civil engineering project in a practical setting (consulting office,
governmental agency office, company plant, etc.) under the joint guidance of a practicing engineer and a
faculty advisor. Projects are selected that integrate the material learned in academic courses. A written
report and an oral presentation may be required.
CIE406-407-408 Civil Engineering Co-op (1 cr. hr. each) (F; Sp; Sum)
Prerequisite: junior standing
An opportunity for civil engineering juniors to apply knowledge to problems of interest to industry in a
cooperative education program. (LAB)
CIE415 Professional Practice (3 cr. hr.) (Sp)
Prerequisite: senior standing in civil engineering
Ethical issues in civil engineering practice, the professional licensure process, the project life cycle,
engineering economics fundamentals, construction contracts and delivery methods, cost estimating
fundamentals, project scheduling fundamentals, project control fundamentals. (LEC)
CIE441 Ecological Engineering (3 cr. hr.) (F)
Prerequisites: MTH306
Focuses on the physical, chemical, and hydrodynamic processes governing pollutant fate in natural
systems. Topic include mass and energy balances, mixing processes, partitioning processes (exchange
with solids and air), and particle removal. Examples from natural systems address lake, river,
atmospheric pollution. (LEC)
CIE442 Treatment Process Engineering (3 cr. hr.) (Sp)
Prerequisites: MTH306
An overview of environmental engineering treatment systems analysis and design. Topics include water
distribution, water treatment, wastewater collection, wastewater treatment, sludge processing, and
industrial waste management. (LEC/REC)
Course Listing 2
CIE444 Hydrologic Engineering (3 cr. hr.) (F)
Prerequisites: EAS308, CIE343
The physical processes associated with the components of the hydrologic cycle are studied. Measurement
and collection of data are discussed. Model conceptualization and data analysis are explored for
quantification of water flow for design purposes. Analysis procedures for surface and groundwater
hydrology useful for design of urban facilities are emphasized. Hydrologic design methods are discussed
and applied to engineering projects. Watershed management concepts are emphasized. (LEC)
CIE445 Groundwater Engineering (3 cr. hr.) (Sp)
Prerequisite: senior standing
Fundamentals of fluid flow and mass transport in porous media. The governing mass and energy balance
equations are derived and several commonly applied solutions are developed. Particular topics include
groundwater flow under saturated and unsaturated conditions, well hydraulics, introduction to multiphase
flow, fundamentals of solute transport, geostatistcs, and remediation of contaminated aquifers. (LEC)
CIE447 Environmental Engineering Practicum (3 cr. hr.) (F)
Prerequisite: senior standing
Student teams conduct studies at the field, pilot and/or bench scale for the purposes of understanding
environmental processes and collection of data needed for design and management decisions. There is a
strong emphasis on oral and written communication of the study results. (LAB)
CIE448 Water Quality Principles (3 cr. hr.) (F)
Prerequisite: senior standing
Introduction to environmental chemistry and microbiology. Chemical and biological reactions
characteristic of natural waters are detailed. Application of scientific and engineering principles to the
control of water quality are discussed. (LEC)
CIE449 Environmental Engineering Design (3 cr. hr.) (Sp)
Prerequisite: senior standing
Design of environmental engineering systems, such as water-distribution networks; storm- and
wastewater-collection systems; treatment systems for air, water, and wastewater; and hazardous waste site
remediation. This is a professional practice-oriented course and includes process engineering principles,
system analysis and design, regulations, economics, guest lectures, and field trips. Students work in
design teams and produce written and oral reports for several design projects. (LEC)
CIE458 Introduction to Geoenvironmental Engineering (3 cr. hr.) (F)
Prerequisite: CIE334
Soil-water-contaminant interaction processes, conduction phenomena, hydraulic conductivity and
contaminant transport phenomena, effects of contaminants on soil properties, design aspects of landfills,
waste disposal systems, seepage barriers and cutoff walls, site characterization, and soil remediation.
(LEC)
Course Listing 3
CIE464 Special Topics in Environmental Engineering (3 cr. hr.) (Sp)
Prerequisite: CIE343, CIE340
Intended to develop experience and expertise in the application of fundamentals of environmental
engineering to design of civil engineering projects. Specific technique/problem areas will be announced
when offered. Students will be required to complete homework assignments and hour tests, and will be
graded on both. An in-depth design exercise may be required. (LEC)
CIE469 Hazardous Waste Management (3 cr. hr.) (F)
Prerequisite: junior/senior standing in engineering or permission of instructor
The primary focus of the course is on tools for managing industrial hazardous wastes and assessing the
impacts of contamination from inactive waste sites, including site investigation, risk assessment and
exposure modeling. Students will also develop a working knowledge of current U.S. hazardous waste
regulations and the history and impact of the Love Canal events. An overview of current site remediation
technologies is also presented. (LEC)
CIE499 Independent Study
Prerequisite: permission of instructor
Students electing this course should be accepted for work on a special topic by a member of the teaching
staff. Special forms are available in the department office. (TUT)
EAS140 Engineering Solutions (3 cr. hr.) (F)
A first course in engineering with the objectives of introducing the student to engineering design used to
solve technologically based problems in the various fields of engineering, and developing computer skills
for problem solving using such packages as MAPLE, spreadsheets, network file transfer, remote login, Email, UNIX, and algorithmic problem-solving approaches. (LEC/LAB)
EAS150 Graphic Communication (2 cr. hr.) (F; Sp)
Graphical description and communication for engineers. Orthographic projection, sectional and auxiliary
views, dimensioning. Engineering sketches, free-body diagrams. Introduction to the use of the computer
as a drafting tool (CAD systems). Production and manipulation of 2-D and 3-D images. (LEC)
EAS207 Statics (3 cr. hr.) (F; Sp)
Prerequisite: PHY 107, Co-requisite: MTH 241
Application of mechanics to the study of static equilibrium of rigid and elastic bodies. Topics include
composition and resolution of forces; moments and couples; equivalent force systems, free-body
diagrams; equilibrium of particles and rigid bodies; forces in trusses and beams; friction forces; first and
second moments of area; moments and product of inertia; methods of virtual work and total potential
energy. (LEC)
EAS209 Mechanics of Solids (3 cr. hr.) (F; Sp)
Prerequisites: EAS 207, MTH 241
A course in the study of the mechanical behavior of solid bodies under various types of loading. Topics
include stresses and strain; stress-strain relationships; plane stress and plane strain; shear and bending
moments in beams; stresses in beams; deflection of beams; torsion of shafts; buckling of columns; energy
methods; failure criteria. (LEC)
Course Listing 4
EAS230 Higher-Level Language (3 cr. hr) (F; Sp)
Prerequisite: EAS 140; Co-requisite: MTH 142 or equivalent
A second course in computer technology, which develops detailed knowledge of a higher-level
programming language for solution of engineering problems; extends the knowledge developed initially
in EAS140. (LEC/LAB)
EAS308 Engineering Statistics (3 cr. hr.) (Sp)
Prerequisite: MTH 241
Introduction to statistical inference; methods of data analysis; point and interval estimation; tests of
hypotheses; correlation and regression. Students may not receive credit for this course and EAS305.
(LEC/REC)
EAS451 Modern Methods of Engineering Computations (3 cr. hr.) (F; Sp)
Prerequisites: MTH 242
An introduction to engineering analysis, with emphasis on the use of digital computers to solve linear and
nonlinear problems arising in all branches of engineering. Problem areas include matrix operations,
finding eigenvalues, solving initial-value and boundary-value
problems, optimization. Introduction to numerical solution of partial differential equations. (LEC)
BIO309 Ecology (3 cr. hr.) (F)
Prerequisite: BIO200 (waiver granted to BS Env Eng students)
Processes that control the abundance and distribution of organisms in their natural environments.
Community and evolutionary ecology and community energetics. (LEC)
CHE203 Organic Chemistry (3 cr. hr.) (F; Sp)
The lecture and recitation components of CHE201-202 without laboratory. (LEC/REC)
CHE107-108 General Chemistry for Engineers (4-4 cr. hr.) (F; Sp)
Prerequisites: high school chemistry and satisfactory performance on the mathematics aptitude
examination or permission of the School of Engineering and Applied Sciences
Designed to meet the general chemistry requirement for students wishing to receive an engineering degree
in four years. This course cannot be used for science distribution credit. The lecture component of the
course is identical to that of CHE101-102.
GLY414 Hydrogeology (4 cr. hr.) (F)
Prerequisites: GLY312 (waived for BS Env Eng), one year of physics and calculus
Integrates the sciences of geology and hydrology, and concentrates on the theoretical and practical aspects
of groundwater phenomena. (LEC/LAB)
MIC301 Fundamentals of Microbiology (4 cr. hr.) (Sp)
Prerequisites: College course in biology and chemistry; at least sophomore standing
Principles of microbiology for students of medical technology, pharmacy and nursing degree programs;
introduces the structure and biological functions of microorganisms including bacteria, fungi, viruses and
parasites. Emphasizes the mechanisms by which microorganisms cause diseases in humans. Also
includes an immunology unit that introduces the principles and uses of immunology in infectious disease
diagnosis and treatment. The laboratory provides hands-on experience in techniques involved in isolation
and characterization of microorganisms. Three hours of lecture and one three-hour laboratory weekly.
Laboratory is required. (LEC/LAB)
Course Listing 5
MTH141 College Calculus I (4 cr. hr.) (F; Sp)
Prerequisite: trigonometry or NYS Regents Course III or MTH115
This is the beginning of a three-semester sequence in calculus for students of mathematics, natural
sciences, and engineering. Covers differentiation and integration with applications.
Note: Credit will not be given for both MTH141 and MTH121/151/153.
MTH142 College Calculus II (4 cr. hr.) (F; Sp)
Prerequisite: MTH141 with recommended grade of "C" or higher; MTH121 is usually not adequate
preparation for MTH142.
Differentiation and integration of transcendental functions; infinite sequences; series and power series;
methods of integration; additional topics in analytic geometry.
Note: Credit will not be given for both MTH142 and MTH122/132/152/154.
MTH241 College Calculus III (4 cr. hr.) (F; Sp)
Prerequisite: MTH142 with recommended grade of "C" or higher
Geometry and vectors of n-dimensional space; Green’s theorem, Gauss’ theorem, Stokes’ theorem;
multidimensional differentiation and integration; application to two- and three-dimensional space.
Note: MTH121-122 is not adequate preparation for MTH241. Credit will not be given for both MTH241
and MTH251.
MTH306 Introduction to Differential Equations (4 cr. hr.) (F; Sp)
Prerequisite: MTH142
Analytic solutions, qualitative behavior of solutions to differential equations. First-order and higher order
ordinary differential equations, including nonlinear equations. Analytic, geometric, and numerical
perspectives will be covered, as well as an interplay between methods and model problems. Necessary
matrix theory will be discussed, and differential equation models of phenomena from various disciplines
will be explored. Integrated into the course is the use of a mathematical software system designed to aid
in the numerical and qualitative study of solutions, and to aid in the geometric interpretation of solutions.
Note: Credit will not be given for both MTH242 and MTH306.
Course Listing 6
Guidance
Civil Engineering Students
For
On
Licensing and E thical Responsibilities
Fro m t he
American Society of Civil En gineers
Developed for ASCE by the
National Institute for Engineering Ethics
(www.niee.org)
Murdough Center for Engineering Professionalism
College of Engineering, Texas Tech University, Lubbock, Texas 79409-1023
September 2001
What is a Licensed Civil Engineer?
All states have laws that govern the practice of
engineering. Known as an “Engineering Practice Act,”
the primary purpose of this legislation is to protect the
health, safety and welfare of the citizens of that state.
Such laws define engineering practice and establish
requirements for an individual to become licensed
as a Professional Engineer (PE) in the state.
Having an engineering license means more than
just meeting a State’s minimum requirements. It
means you have accepted both the technical and the
ethical obligations of the engineering profession.
As a Professional Engineer, you can take pride in
being officially recognized by the state and by the
public as an “engineer” (Ref: ASCE Policy
Statement 433).
The professional engineer license grants you the
opportunity to perform engineering services for the
public, and have the privilege of applying your stateauthorized engineering seal to your engineering work.
With this privilege comes the obligation to take
responsibility for your designs, reports, professional
opinions, and plans.
What are Licensing Requirements?
Although there are special considerations regarding
experience and education requirements in some states,
the typical licensure requirements are:
?
1.
Graduating from an ABET accredited engineering
program; or an ABET accredited engineering
technology program in some states.
2.
Passing the national Fundamentals of Engineering
(FE) exam offered by the National Council of
Examiners for Engineering and Surveying
(NCEES);
3.
Obtaining four years (or, three years past a
masters degree in some states) of acceptable
engineering experience, with increasing levels of
responsibility, preferably under the guidance of
one or more licensed engineers;
4.
Submitting a detailed application documenting,
among other things, a progressive increase in
responsible professional experience, and including
both professional and character references; and
Passing the Principles and Practice of Engineering
(PE) exam offered by NCEES. Some states have
an additional exam offered by the state board that
covers their principles of conduct and ethics.
5.
Civil Engineering students are encouraged to carefully prepare for the national Fundamentals of
Engineering (FE) Exam, which may be taken during the senior year.
Why Should I Become a Licensed Engineer?
Civil Engineering students are strongly encouraged to become licensed engineers. Although many engineers in
other disciplines work in an industrial setting where a license is not required to do engineering work inside the company
(such as within the confines of a petro-chemical plant), Civil Engineers are most often involved in engineering services
directly for the public. Let’s consider some other reasons to become a licensed engineer:
Ø
Technical Responsibility: Your education and
experience will prepare you for technical engineering
work. Your license legally allows you to take
personal responsibility for the engineering work that
you may perform for public and private clients.
Ø
Public Recognition: As a licensed engineer, you
achieve an enhanced status in the eyes of the
public, which equates you with professionals
licensed in other fields such as physicians, attorneys,
and accountants.
Ø
Private Practice: If you think you may now, or
someday, want to pursue a career as a consulting
engineer, or own your own engineering firm, or be
in responsible charge of engineering work for the
public, you must be licensed.
Ø
Public Practice: Many federal, state, and
municipal agencies require that certain responsible
engineering positions, particularly those considered
“higher level,” be filled only by licensed engineers
(Ref: ASCE Policy Statement #385).
Ø
Changing Workplace: Today’s workplace is
rapidly changing: restructuring, downsizing,
privatization, and outsourcing (where firms
terminate employees and then hire them back as
consultants) are common. You should be prepared
to face a possible transition into a consulting or
contract relationship with a former employer in the
event of corporate outsourcing. Such a relationship
requires an engineering license.
Ø
Ethical Responsibility: Licensure also aids you
and the profession in the important area of ethics.
While technical societies such as ASCE and others
have codes of ethics for guidance, none of these
codes have “legal” standing in the practice of
engineering. On the other hand, state licensing
boards have standards of ethical conduct that are
legally binding. The recognition and enforcement of
these standards gives greater definition to our
profession, and significantly enhances the image of
licensed Civil Engineers.
What are the Technical & Ethical Responsibilities of Licensed Civil Engineers?
Most of a Civil Engineer’s education focuses on
technical matters, that is, “how to do things
right,” and most of the engineer’s professional
practice is devoted to applying this technical
knowledge in service to the needs of society.
?
Another important element of both education and
practice involves ethics, or “doing the right thing.”
(Ref: ASCE Ethics Manual at
http://www.asce.org/pdf/ethics_manual.pdf)
Ethics is a vital part of the engineering profession. The
ethical issues that face Civil Engineering students, young
engineers, and licensed professional engineers are not
always easy to answer.
Choosing between “good” and “bad” appears easy until
unseen variables are introduced such as time
constraints, family, promotion opportunities, job
security, peer pressure, supervisor pressure, and
professional reputation.
Engineers are not only faced with choices between good
and bad, but often a more difficult ethical dilemma
occurs when making choices between competing goods.
Students are encouraged to develop:
1. Understanding - A clear understanding of
professional ethics
2. Communication Skills - An ability and
willingness to communicate about ethical issues
3. Insight:
a) Ability to recognize ethical issues
b) Appreciation of the frequency at which
ethical issues occur
c)
Awareness that guidance on ethical dilemmas
is available from ASCE and elsewhere
4. Comprehension - “Knowing What’s Right”
5. Desire and Willingness - to “Do What’s Right”
6. Ability to Resolve Ethical Issues - by using
traditional Civil Engineering methods of inquiry,
namely:
a) Listing the options
b) Testing the options
c) Making a decision, and most importantly
d) Acting !
Guidance for Civil Engineering Students -- Page 2 of 6
Real-Life Experiences in the Practice of Civil Engineering
In order to help you to be better prepared to face and
resolve ethical dilemmas, we present the following story
about an engineer named “Sara.”
Drawn from real-life situations* that actually occurred to
practicing engineers, this story includes some typical
ethical situations that may confront Civil Engineers
during the course of their engineering career.
This story was designed with three purposes in mind:
1) To make Civil Engineering students aware of the
importance of licensing and how licensure and
ethics are related,
2) To encourage Civil Engineering students to
become acquainted with the ASCE Code of Ethics,
and
3) To help students develop an ability to recognize
and resolve ethical issues.
Remember: The following experiences have actually
happened to engineers in the past and could happen to
you. You will benefit from these experiences best if you
consider the circumstances from three viewpoints:
1) From a “personal” viewpoint - think of yourself as
being in Sara’s situations, viewing them as your
own potential experiences,
2) From an “impersonal” viewpoint - consider being
only indirectly involved, like Sara’s friend or coworker, and
3) From a “responsibility” viewpoint - as if you are
not Sara, but you are responsible for the final
outcome of the situations.
Try to resolve the issues as if you were really ‘in’ the
scenario, considering the importance of your family,
your clients, your job, your reputation, the public, and
the future of the engineering profession.
* Note: Some situations are based on cases from the
NSPE Board of Ethical Review.
-- Sara’s Story -Dense fog crept up to the lake shore and Sara’s bare
feet scarcely left indentations in the wet sand. The
night seemed as impenetrable as many of the dilemmas
she had encountered in her years as an engineer.
Last month, Sara was reported to her State’s Engineer’s
Board for a possible ethics violation. Tomorrow morning
she would meet with the Board and though she felt
she had done nothing unethical, Sara’s
eyes had been opened to the
complexity and gravity of ethical
dilemmas in engineering practice. She
wished she had sought and/or received
better guidance regarding ethical issues
earlier in her career.
Sara reflected on how she got to this point in her career.
***
When Sara had been a senior Civil Engineering student
in an ABET-accredited program at the State University,
she immersed herself in her course work. Graduating at
the top of her class assured Sara that she would have
some choice in her career direction.
Knowing that she wanted to become a licensed
engineer, Sara took and passed the Fundamentals of
Engineering (FE) exam during her senior year and after
graduation, went to work as an Engineer Intern (EI) for
a company that would allow her to achieve that goal.
Sara was excited about her new job -- she worked
diligently for four years under licensed engineers and
was assigned increasing responsibilities. She was now
ready to take the PE exam and become licensed.
Just before taking the PE licensing exam, Sara’s firm was
retained to investigate the structural integrity of an
apartment complex that the firm’s client planned to sell.
Sara’s supervisor informed her in no uncertain terms
that the client required that the structural report remain
confidential. Later, the client informed Sara that he
planned to sell the occupied property “as is.”
During Sara’s investigation she found no significant
structural problems with the apartment complex.
However, she did observe some electrical deficiencies
that she believed violated city codes and could pose a
safety hazard to the occupants.
Realizing that electrical matters were, in a manner of
speaking, not her direct area of expertise, Sara
discussed possible approaches with her colleague and
friend, Tom. Also an Engineer Intern, Tom had been an
officer in the student chapter of ASCE during their
college years. During their conversation, Tom
commented that based on the ASCE Code of Ethics, he
believed Sara had an ethical obligation to disclose this
health-safety problem.
Sara felt Tom did not appreciate the fact that she had
been clearly instructed to keep such information
confidential, and she certainly did not want to damage
the client relationship. Nevertheless, with reluctance,
Sara verbally informed the client about the problem and
made an oblique reference to the electrical deficiencies
in her report, which her supervisor signed and sealed.
Several weeks later, Sara learned that her client did not
inform either the residents of the apartment complex or
the prospective buyer about her concerns.
Guidance for Civil Engineering Students -- Page 3 of 6
Although Sara felt confident and pleased with her work
on the project, the situation about the electrical
deficiencies continued to bother her. She wondered if
she had an ethical obligation to do more than just tell
the client and state her concerns in her
report. The thought of informing the proper
authorities occurred to her, especially since
the client was not disclosing the potential
safety concerns to either the occupants or the
buyer. She toyed with the idea of discussing the
situation with her immediate supervisor but
since everyone seemed satisfied, Sara moved
onto other projects and eventually put it out of
her mind.
Questions:
Ø
What were the main issues Sara was
wrestling with in this situation?
Ø
Do you think Sara had a “right” or an
“obligation” to report the deficiency to the
proper authorities?
Ø
Who might Sara have spoken with about the
dilemma?
Ø
Who should be responsible for what
happened? Sara, Sara’s employer, the client,
or someone else?
Ø
How does this situation conflict with Sara’s
obligation to be faithful to her client?
Ø
Is it wise practice to ignore “gut feelings”
that arise?
These and other questions will surface again
later and most will be considered at that point,
but let’s continue for now with Sara’s story.
***
During her first few years with the company, and under
the supervision of several managers, Sara was
encouraged to become active in technical and
professional societies (which was the policy of the
company). But then she found her involvement with
those groups diminishing as her current supervisor
opposed Sara’s participation in meetings and
conferences unless she used vacation time. Sara was
very frustrated but did not really know how to rectify the
situation.
In the course of time, Sara attended a meeting with the
CEO on a different matter and she took the opportunity
to inquire about attending technical and professional
society meetings. The CEO reaffirmed that the company
thought it important and that he wanted Sara to
participate in such meetings. Sara informed her
supervisor and though he did begin approving Sara’s
requests for leave to participate in society meetings,
their relationship was strained.
Questions:
Ø
What might Sara have done differently to
seek a remedy and yet preserve her
relationship with her supervisor?
Ø
Where could Sara have found guidance in
the ASCE Code of Ethics, appropriate to this
situation?
Regarding the relationship with her supervisor:
Although Sara violated no ethical principle by
discussing the matter with the CEO, she would
have likely observed a less strained relationship
if she had mentioned her intention to her
supervisor beforehand. Sara could have found
guidance in the ASCE Code of Ethics.
Canon 6: Engineers shall act in such a manner
as to uphold and enhance the honor, integrity,
and dignity of the engineering profession.
Canon 7: Engineers shall continue their
professional development throughout their
careers, and shall provide opportunities for the
professional development of those engineers
under their supervision.
a. Engineers should keep current in their
specialty fields by engaging in professional
practice, participating in continuing education
courses, reading in the technical literature, and
attending professional meetings and seminars…
c. Engineers should encourage engineering
employees to attend and present papers at
professional and technical society meetings.
As Christmas approached the following year, Sara
discovered a gift bag on her desk. Inside the gift bag
was an expensive honey-glazed spiral cut ham and a
Christmas greeting card from a vendor who called on
Sara from time to time.
This concerned Sara as she felt it might cast doubt on
the integrity of their business relationship. She asked
around and found that several others received gifts from
the vendor as well. After sleeping on it, Sara sent a
polite note to the vendor returning the ham.
Questions:
Ø
Was Sara really obligated to return the
ham?
Ø
Or was this taking ethics too far?
Ø
On the other hand, could Sara be obligated
to pursue the matter further than just
returning the gift she had received?
Sara could have found guidance in the ASCE
Code of Ethics:
Guidance for Civil Engineering Students -- Page 4 of 6
Canon 4: Engineers shall act in professional
matters for each employer or client as faithful
agents or trustees, and shall avoid conflicts of
interest.
c. Engineers shall not solicit or accept
gratuities, directly or indirectly, from
contractors, their agents, or other parties
dealing with their clients or employers in
connection with work for which they are
responsible.
Another way of ethically handling this might
have been to contribute the gift to a charitable
organization and inform the vendor. In this
way, she could preserve her relationship with
the salesman while also making it clear that she
did not accept favors that could be perceived as
a conflict of interest.
***
A few years later, friends and colleagues urged Sara,
now a highly successful principal in a respected
engineering firm, to run for public office. Sara carefully
considered this step, realizing it would be a challenge to
juggle work, family, and such intense community
involvement. Ultimately, she agreed to run and soon
found herself immersed in the campaign. A draft
political advertisement was prepared that included her
photograph, her engineering seal, and the following
text:
“Vote for Sara! We need an engineer on the
City Council. That is simple common sense,
isn’t it? Sara is an experienced licensed
engineer with years of rich accomplishments,
who disdains delays and takes action now!”
Questions:
Ø
Should Sara’s engineering seal be included
in the advertisement?
Ø
Should she ask someone in ASCE his or her
opinion before deciding?
Sara contacted her old friend, Tom, who now
happened to be vice president of the local ASCE
Branch, and discussed the matter with him over
lunch. They concluded, based on Canon 5.f. of
the ASCE Code regarding advertisements
(Engineers may advertise professional services in
a way that does not contain misleading language
or is in any other manner derogatory to the
dignity of the profession), it would not be
appropriate to include her
engineering seal in the advertisement.
So Sara submitted the revised
advertisement and continued with her
campaign.
As fate would have it, a few days later, just after
announcing her candidacy for City Council, the matter of
Sara’s investigation of the apartment complex so many
years ago resurfaced.
Sara learned that the apartment complex caught on fire,
and people had been seriously injured. During the
investigation of the cause of the fire, Sara’s report was
reviewed, and somehow the cause of the fire was traced
to the electrical deficiencies, which she had briefly
mentioned. Immediately this hit the local newspapers,
attorneys became involved, and subsequently the
Licensing Board was asked to look into the ethical
responsibilities related to the report.
Now, sitting alone by the shore of the lake, Sara
pondered her situation. Legally, she felt she might claim
some immunity since she was not a licensed engineer at
the time of her work on the apartment complex. But
professionally, she keenly felt she had let the public
down, and she could not get this, or those who had
been hurt in the fire, out of her mind.
Having carefully studied the ASCE Code of
Ethics, she now realized that occasionally some
elements of the code may be in conflict with
other elements. In her case, this was Canon 1
(her obligation to protect the health, safety and
welfare of the public) versus Canon 4 (her
obligation to her client) but she also noted that
Canon 1 uses the word “paramount” which gives
that Canon precedence over Canon 4.
Canon 1: Engineers shall hold paramount the
safety, health and welfare of the public … in the
performance of their professional duties.
Canon 4: Engineers shall act in professional
matters for each employer or client as faithful
agents or trustees….
***
The meeting with the Licensing Board began early the
following morning. While the State Licensing Board only
enforces their own Rules of Conduct and Ethics, they
noted that their rules are very similar to the ASCE Code
of Ethics. They carefully reviewed the issue brought
before them and asked for Sara’s input.
In the discussion that ensued during the informal
hearing, several points were brought out:
1) It is important for Sara, or any licensed engineer,
when faced with an ethical dilemma, to realize the
engineer’s paramount responsibility is for the
safety of the public;
2) The occupants of the apartment complex were not
aware of the electrical deficiencies;
3) Although not an electrical engineer, Sara had
some knowledge of city building codes and the
ability to foresee the potential dangers of the
inadequacies with the electrical systems;
Guidance for Civil Engineering Students -- Page 5 of 6
4) Sara had informed her client of the possible
electrical deficiencies, but she failed to mention
possible consequences of ignoring her concerns;
and
5) Sara could have referred to the ASCE Code of
Ethics before making a decision.
If she had done so, here is some of the guidance she
would have found.
Canon 1. Engineers shall hold paramount the
safety, health and welfare of the public….
a. Engineers shall recognize that the lives,
safety, health and welfare of the general public
are dependent upon engineering judgments,
decisions and practices incorporated into
structures ….
c. Engineers whose professional judgment is
overruled under circumstances where the
safety, health and welfare of the public are
endangered, … shall inform their
clients or employers of the
possible consequences.
d. Engineers who have
knowledge or reason to believe that
another person or firm may be in violation of any of
the provisions of Canon 1 shall present such
information to the proper authority in writing and
shall cooperate with the proper authority in
furnishing such further information or assistance as
may be required.
The Board ultimately reached the conclusion that Sara
should have followed ASCE Canon 1 a, c, and d. In
their summary findings, the Licensing Board
acknowledged that Sara was not a licensed engineer at
the time of the incident, and thus they only issued a
formal reprimand and did not suspend her license to
practice engineering (which was the fate of her former
supervisor). But, the Board took the opportunity to
remind Sara that all licensed engineers, as
professionals, have an obligation to
understand and keep in mind their ethical
responsibilities.
***
In the backseat of the taxi on the way to the airport,
Sara thumbed through her hometown newspaper that
she had purchased at a newsstand. She stopped when
she saw an editorial about her City Council campaign.
The article claimed that, as a result of the allegations
against her, she was no longer fit for public office.
Could this be true?
How should she respond to such claims?
Then, for the first time in a long while, Sara smiled and
breathed a sigh. She did not know the answer to this
question, but now knew how to find it – using a healthy
reliance on her own judgment, now seasoned with
wisdom and experience.
This, combined with good counsel from friends and
colleagues, and an awareness of the principles and
guidance available from the ASCE code of ethics
would serve her well.
The American Society of Civil Engineers
wishes you a long and prosperous
engineering career!
Question: Where can I find requirements for licensure and ethical responsibilities in various states?
Ø The web site of the National Council of Examiners for Engineering and Surveying (NCEES) contains links to all
state licensing boards. (www.ncees.org)
Question: What are web sites that would help guide students on ethical issues in engineering?
Ø American Society of Civil Engineers (www.asce.org and http://www.asce.org/about/ethics.cfm )
Ø National Institute for Engineering Ethics (www.niee.org)
Ø Murdough Center for Engineering Professionalism, Texas Tech University (www.murdough.ttu.edu)
Ø Online Ethics Center for Engineering and Science (http://onlineethics.org/)
Ø Web Clearinghouse for Engineering & Computer Ethics (http://www4.ncsu.edu/~jherkert/ethicind.html)
American Society of Civil Engineers
1801 Alexander Bell Drive, Reston, VA 20190-4400, (703) 295-6000, www.asce.org
Guidance for Civil Engineering Students -- Page 6 of 6
DEPARTMENT OF CIVIL, STRUCTURAL AND
ENVIRONMENTAL ENGINEERING
Faculty and Staff
_____________________________________________________
The following listing includes addresses, phone numbers and e-mail addresses for faculty and staff in the
Department of Civil, Structural and Environmental Engineering. To access the Department’s phone
system, dial (716) 645-2114, followed by the individual extension.
Ahmad, Shahid
Professor
239 Ketter Hall
ext. 2425
e-mail: sahmad@acsu.buffalo.edu
Ph.D., State University of New York at Buffalo
(geotechnical earthquake engineering, soil dynamics, numerical methods, wave propagation)
Aref, Amjad
Assistant Professor
235 Ketter Hall
ext. 2423
e-mail: aaref@eng.buffalo.edu
Ph.D., University of Illinois
(Computational mechanisms, composite materials, earthquake engineering)
Atkinson, Joseph F.
Professor and Director of Great Lakes Program
202 Jarvis Hall
ext. 2325
e-mail: atkinson@eng.buffalo.edu
Ph.D., Massachusetts Institute of Technology
(Environmental fluid mechanics, hydrodynamics, sediment transport, water quality modeling)
Banerjee, Prasanta K.
e-mail: pkb@eng.buffalo.edu
Professor
240 Ketter Hall
ext. 2426
Ph.D., University of Southhampton, United Kingdom
(Soil dynamics, constitutive relationships, boundary element methods, soil-structure interaction)
Basaran, Cemal
Associate Professor
243 Ketter Hall
ext. 2429
e-mail: cjb@eng.buffalo.edu
Ph.D., University of Arizona
(Damage mechanics, finite element methods, experimental mechanics and structural analysis
of microelectronics packaging)
Brown, Kirsten
Secretary to the Chair
212 Ketter Hall
ext. 2406
e-mail: kabrown@eng.buffalo.edu
Bruneau, Michel
Professor, and Deputy Director of Multidisciplinary Center for Earthquake Engineering
Research
130 Ketter Hall
ext. 2403
e-mail: bruneau@acsu.buffalo.edu
Ph.D., University of California, Berkeley
(Structural and earthquake engineering, steel structures, bridge analysis and design)
Chasse, Michelle
Assistant to the Chair
212C Ketter Hall
ext. 2407
email: mchasse@eng.buffalo.edu
Chen, Stuart S.
Associate Professor
242 Ketter Hall
ext. 2428
email: ciechen@eng.buffalo.edu
Ph.D., Lehigh University
(Expert systems, metal structures, bridge engineering)
Constantinou, Michael C.
Professor, Chair and Director, Structural Engineering and Earthquake Simulation Laboratory
212 Ketter Hall
ext. 2446
e-mail: constan1@eng.buffalo.edu
Ph.D., Rensselaer Polytechnic Institute
(Earthquake engineering, aseismic base isolation, energy dissipation systems and control)
Dargush, Gary
Professor
135 Ketter Hall
ext. 2405
e-mail: gdargush@eng.buffalo.edu
Ph.D., State University of New York at Buffalo
(Finite element methods, boundary element methods, structural dynamics)
Domske, Helen
Associate Director, Great Lakes Program, and Sea Grant Specialist
228 Jarvis Hall
645-2088, ext. 2337 e-mail: hmd4@cornell.edu
Gaus, Michael P.
Research Professor Emeritus
e-mail: mgaus@gausassoc.com
Ph.D., University of Illinois at Urbana-Champaign
(earthquake, wind and natural hazard engineering, structural design, computer applications,
construction management, GIS applications, infrastructure assessment)
Gosden, Carmella
Secretary
241 Ketter Hall
ext. 2427
e-mail: cgosden@eng.buffalo.edu
CSEE Directory 2
Jankovic, Igor
Assistant Professor
231 Jarvis Hall
ext. 2328
e-mail: ijankovi@eng.buffalo.edu
Ph.D., University of Minnesota
(Groundwater transport, analytic element method, numerical simulation, hydraulics)
Jensen, James N.
Associate Professor
204 Jarvis Hall
ext. 2329
e-mail: jjensen@eng.buffalo.edu
Ph.D., University of North Carolina
(Environmental engineering, environmental chemistry of drinking water, wastewater treatment)
Jurewicz, Nancy
Secretary
212 Ketter Hall
ext. 2400
e-mail: nlj@eng.buffalo.edu
Lee, George C.
Professor and Director, Multidisciplinary Center for Earthquake Engineering Research
429 Bell Hall
ext. 2039
e-mail: gclee@acsu.buffalo.edu
Ph.D., Lehigh University
(Structural analysis, nonlinear mechanics, bio-mechanics)
Mannarino, Joseph A.
Lecturer
221 Ketter Hall
ext. 2410
Ph.D., University at Buffalo
(Construction management, transportation)
e-mail: jmannarino@ciminelli.net
Meredith, Dale D.
Professor Emeritus
232 Jarvis Hall
ext. 2408
e-mail: ciedale@eng.buffalo.edu
Ph.D., University of Illinois at Urbana-Champaign
(Hydrology, hydraulics, water resources, urban water systems)
Mohan, Satish
Associate Professor
223 Ketter Hall
ext. 2412
e-mail: smohan@acsu.buffalo.edu
Ph.D., Purdue University
(Construction management, expert systems, transportation)
Moshenko, Monica
Administrative Assistant, Great Lakes Program
202 Jarvis Hall
645-2088, ext. 2338 e-mail: moshenko@eng.buffalo.edu
Mudd, Linda
Secretary
227 Ketter Hall
ext. 2411
e-mail: lmudd@eng.buffalo.edu
CSEE Directory 3
Papageorgiou, Apostolos
Professor
222 Ketter Hall
ext. 2416
e-mail: papaga@eng.buffalo.edu
Ph.D., Massachusetts Institute of Technology
(Engineering seismology, earthquake engineering, structural dynamics
Pitman, Mark
Technical Services Manager
103 Ketter Hall
ext. 2439
e-mail: mpitman@eng.buffalo.edu
Rabideau, Alan
Associate Professor
207 Jarvis Hall
ext. 2327
e-mail: rabideau@eng.buffalo.edu
Ph.D., University of North Carolina, Chapel Hill
(Groundwater modeling and remediation, environmental engineering)
Reinhorn, Andrei M.
Clifford Furnas Professor
231 Ketter Hall
ext. 2419
e-mail: reinhorn@buffalo.edu
Ph.D., Technion, Haifa, Israel
(Reinforced concrete, seismic behavior of structures, experimental dynamics, materials for structural
repair)
Richards, Rowland, Jr.
Professor
229 Ketter Hall
ext. 2417
Ph.D., Princeton University
(Buried structures, shape mechanics, experimental stress analysis, optimum design, seismic behavior
of soil structures)
Robbins, Cherrie
Undergraduate Studies Secretary
204 Jarvis Hall
ext. 2332
e-mail: robbins4@eng.buffalo.edu
Runk, Cheryl
Graduate Studies Secretary
234 Ketter Hall
ext. 2333
e-mail: crunk@eng.buffalo.edu
Shaw, Richard P.
Professor Emeritus
Ph.D., Columbia University
(Boundary integral method, applied mechanics, oceanography)
Snyder, Todd
Instructional Support Specialist
204 Jarvis Hall
ext. 2324
e-mail: tmsnyder@buffalo.edu
CSEE Directory 4
Soong, Tsu-Teh
Samuel P. Capen Professor and Director of Graduate Studies
238 Ketter Hall
ext. 2424
e-mail: tsoong@eng.buffalo.edu
Ph.D., Purdue University
(Passive and active control of structures, reliability analysis, stochastic methods, structural dynamics)
Thevanayagam, Sabanayagam
Associate Professor
244 Ketter Hall
ext. 2430
e-mail: theva@eng.buffalo.edu
Ph.D., Purdue University
(Soil liquefaction, seismic stability, ground improvement, geoenvironmental engineering, site
characterization, soil remediation)
Tsai, Christina W. S.
Assistant Professor
233 Jarvis Hall
ext. 2414
e-mail: ctsai4@eng.buffalo.edu
Ph.D., University of Illinois
(Open channel hydraulics, wave mechanics, risk and reliability analysis in hydraulics/hydrology,
sediment transport, hydroinformatics, neural networks, applied mathematics )
Van Benschoten, John E.
Professor and Director of Undergraduate Studies
204 Jarvis Hall
ext. 2330
e-mail: jev@buffalo.edu
Ph.D., University of Massachusetts
(Environmental engineering, unit operations, speciation of metals in water)
Warfield, Jane
Administrative Assistant, Center for Integrated Waste Management
207 Jarvis Hall
645-3446, ext. 2339 e-mail: warfield@acsu.buffalo.edu
Weber, A. Scott
Professor and Director, Center for Integrated Waste Management
207 Jarvis Hall
ext. 2331
e-mail: sweber@acsu.buffalo.edu
Ph.D., University of California, Davis
(environmental engineering, water quality control, biological process analysis, process development
for industrial and hazardous wastes)
Whittaker, Andrew
Associate Professor
230 Ketter Hall
ext. 2418
e-mail: awhittak@acsu.buffalo.edu
Ph.D., University of California at Berkeley
(structural engineering, earthquake engineering, performance-based design, steel and reinforced
concrete design, seismic isolation and energy dissipation systems, large scale testing)
Zicari, Louis
Associate Director, Center for Integrated Waste Management
207 Jarvis Hall
645-3446, ext. 2340 e-mail: zicari@acsu.bufflao.edu
CSEE Directory 5
Important Contacts for Undergraduate Students
People
Name
645-2114
Room
Email Address
Function
DEPARTMENT OF CIVIL, STRUCTURAL AND ENVIRONMENTAL ENGINEERING
Constantinou, Michael
x2446 212 Ketter
chaircie@acsu.buffalo.edu
Department Chairman
Van Benschoten, John
x2330 204 Jarvis
jev@buffalo.edu
Director of Undergraduate Studies
Robbins, Cherrie
x2332 204 Jarvis
robbins4@eng.buffalo.edu
Undergraduate Studies Secretary
Chasse', Michelle
x2407 212 Ketter
mchasse@eng.buffalo.edu
Administrative Assistant to Chairman
Brown, Kirsten
x2406 212 Ketter
kabrown@eng.buffalo.edu
Secretary to the Chairman
SCHOOL OF ENGINEERING AND APPLIED SCIENCES
645-2774
Ryan, Michael
Gross, Kerry-Collins
Gidney, Drexel
Sinclair, Jane
Lane, Peggy
Stahl, April
Wild, William
x1120
x1119
x1118
x1117
x1121
x1116
x1214
410 Bonner
410 Bonner
410 Bonner
410 Bonner
410 Bonner
410 Bonner
301 Bonner
meryan@eng.buffalo.edu
collinsk@buffalo.edu
gidney@eng.buffalo.edu
jsinclai@eng.buffalo.edu
palane@eng.buffalo.edu
astahl@eng.buffalo.edu
wgwild@eng.buffalo.edu
Associate Dean for Undergraduate Studies
Senior Academic Advisor
Senior Academic Advisor
Senior Academic Advisor
Secretary
Secretary
Director of Special Student Programs
Web sites
Site
Environmental Engineering
Department of Civil,
Structural and Environmental
Engineering (CSEE)
School of Engineering and
Applied Science (SEAS)
University at Buffalo (UB)
UB Wings
SEAS Office of Student
Services (OSS)
MyUB
Address
General information
http://www.eng.buffalo.edu/ees
http://www.civil.buffalo.edu
http://www.eng.buffalo.edu
http://www.buffalo.edu
Especially for current students
http://wings.buffalo.edu
http://wings.buffalo.edu/eng/oss/
http://myub.buffalo.edu/
BIRD
Student Response
Center
Scheduling
Calendars
Office of Student Affairs
http://wings.buffalo.edu/academics/schedule
http://wings.buffalo.edu/academic/cal/
http://www.student-affairs.buffalo.edu/
UB Admissions
Engineering Admissions
Especially for prospective students
http://www.admissions.buffalo.edu/
http://www.eng.buffalo.edu/Admissions
Transfer and Articulation
Services (TAS)
Financial Aid
Function
http://studentresponse.buffalo.edu/birdl
http://studentresponse.buffalo.edu
http://taurus.buffalo.edu
http://studentresponse.buffalo.edu
A wide variety of general information
Detailed information and services for
engineering students
Student access to registration, grades,
checkstops, etc.
Billing inquiry, registration, drop/add
General information about student
records and registration
Current class schedules
Academic calendars
Services and programs to support the
social, interpersonal, and emotional
growth of UB students.
Includes on-line applications
Includes on-line applications
Information about course transfers and
Advanced Placement credits
Financial aid opportunities and
requirements