Advanced Water Technology Center
3 Credit Hours
Water supply availability and quality. Theory and design of conventional potable water treatment unit processes. Design of distribution systems. Also includes regulatory analysis under the Safe Drinking Water Act (SDWA). Prerequisite:CEEN 301.
3 Credit Hours
This course provides an overview of unit operations and processes used for physical, chemical, and biological treatment of water and wastewater. Coverage will include treatment objectives, process theory and introduction to practice. Prerequisites: Consent of the instructor.
4 Credit Hours
Introduction to bench- and pilot-scale experimental methods used in environmental engineering. Emphasis is on unit operations associated with water and wastewater treatment for a real-world treatment problem. Investigations typically carried out during the semester include: Process assessment; design of bench- and pilot-scale experiments; establishment of analytical methods for process control; bench- and pilot-scale experiments; data assessment; up-scaling and cost estimation; project report writing. Includes 6 hours per week in the laboratory, part of it in the CSM/City of Golden Water Treatment Pilot Plant Laboratory. Prerequisites:CEEN 550 and CEEN 570 or consent of the instructor.
3 Credit Hours
This course presents issues relating to theory, design, and operation of advanced water and wastewater treatment unit processes and water reuse systems. Topics include granular activated carbon (GAC), advanced oxidation processes (O3/H2O2), UV disinfection, pressure-driven and current-driven membranes (MF, UF, NF, RO, and electrodialysis), and natural systems such as riverbank filtration (RBF) and soil-aquifer treatment (SAT). The course includes hands-on experience using bench- and pilot-scale unit operations. Prerequisite: CEEN 570, or CEEN 470, or consent of the instructor.
1 Credit Hour
This course provides hands-on experience using bench- and pilotscale unit operations and computer exercises using state-ofthe-art software packages to design advanced water treatment unit processes. Topics include adsorption processes onto
powdered and granular activated carbon, advanced disinfection and oxidation processes (low- and medium pressure UV
radiation; O3/H2O2), low-pressure membrane processes (microfiltration, ultrafiltration), and high-pressure and currentdriven
membrane processes (nanofiltration, reverse osmosis, and electrodialysis).
3 Credit Hour
The environmental module is intended to introduce students to laboratory and field analytical skills used in the analysis of an environmental engineering problem. Students will receive instruction on the measurement of water quality parameters (chemical, physical, and biological) in the laboratory and field. The student will use these skills to collect field data and analyze a given environmental engineering problem. Prerequisites: CEEN 301, EPIC 251, MATH 323. Three weeks in summer field session.
Education has great importance in every society as it is a driving force for progress and civil maturity. Specifically in higher education, I believe that universities have a responsibility to prepare students to work with industry, governmental agencies, and local communities to solve problems; to improve K-12 education; and to research new frontiers. In an ever-divided world, I believe that education can successfully mitigate international tensions through learning and prosperity.
I became involved in teaching early in my undergraduate studies. I learned that teaching a subject improved my own understanding of the subject, which in turn, progressively enhanced my teaching skills. As a graduate student, I advised and guided undergraduate chemical engineering students in their senior projects and trained fellow graduate and undergraduate students in the laboratory. And as a postdoctoral associate, I developed and taught both graduate and undergraduate courses.
Through all these experiences I learned to value the role and responsibilities of instructors both inside and outside the classroom. Instructors have an obligation to train their students to become effective and productive members of society. This involves teaching them how to think critically and analyze complex situations. Thus, my teaching philosophy emphasizes three major areas. First, back-to-basics, where I encourage students how to think, learn, and understand – not just to memorize. For example, I encourage students not to refer to textbooks for every equation that they need but to train themselves through dimensional and dimensionless analysis to independently derive the equations from the basic blocks of science. Second, I encourage students to think and design in as simple and effective ways as possible. Through my professional and academic experiences, I have found that very talented people use sophisticated tools and broad knowledge to design and build tools, machines, or processes that work, but that are inefficient, not user-friendly, and at times harmful to the environment. I believe that the design of engineered systems must combine “art” with science, and thus, I regularly encourage students to think out-of-the-box. And third, I encourage students to be active participants so that they learn in an interactive environment. In particular I have found that group projects and student presentations and lecturing are great tools through which students understand, assimilate, and develop their own creative expression of the material taught. It is my experience that this way of teaching greatly complements the traditional lecture and textbook experience. Furthermore, during group interactions, conflicts regarding time management and design philosophy will arise. I find these conflicts to be excellent opportunities to teach the students how to deal with these same challenges in their future careers.
I also try to channel and promote student enthusiasm for innovation, both in the classroom and in the lab. Innovation does not simply begin with a desire to try something for the sake of being innovative. It arises from realizing that there is a problem or suspecting that a new technology provides an opportunity to do something better, and then trying it out. It’s a trial-and-error process, during which mistakes occur and students sometimes get confused and upset. With refinement and diligence, and often some luck, some of these ideas result in the development of a useful new insights, solutions, and sometimes even discoveries.