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The traditional undergraduate environmental engineering laboratory experience is well designed and provides students with appropriate hands on activities relating to data collection and analysis. Students learn the appropriate procedures to perform analytical tests on water, wastewater and sludge samples in accordance with Standard Methods. The Mercer University School of Engineering (MUSE) environmental engineering capstone laboratory experience has historically provided students with proficient content in wet chemistry and soil and air analysis as well as data interpretation. Prior to individual lab exercises, students were provided necessary background information as well as details of the laboratory procedure(s) to be conducted during the following laboratory period. This format exposed the students to a wide variety of laboratory and data analysis techniques, but limited the amount of experimental design actually conducted by the students. ABET’s EC 2000 criteria specifies that graduates of baccalaureate engineering programs must have an ability to design and conduct experiments, as well as to analyze and interpret data. Based on this criterion, the MUSE environmental engineering lab experience was re-structured to emphasize experimental design by including four open-ended problems in the laboratory experience. These supplementary projects required the design of experiments to evaluate a bench-scale wastewater treatment plant, an adsorption process, a coagulation/flocculation experience and an investigation of the interferences associated with the measurement of chemical oxygen demand (COD). These experimental design experiences were added to the course without eliminating content included in the former format and the workload experienced by the student was not significantly increased. Finally, an innovative grading scheme was developed in an effort to better quantify student performance. This paper details how the MUSE senior environmental engineering laboratory experience was modified to better meet criteria specified by ABET EC 2000. Background The Mercer School of Engineering (MUSE) faculty has identified eight outcomes, listed in the appendix of this manuscript, that are used to facilitate assessment activities in accordance with ABET’s EC 2000. MUSE outcome #4 states that graduates with a bachelors degree in engineering should be able to “design and conduct experiments and analyze data.” Historic offerings of the senior environmental engineering capstone laboratory (EVE 445L) focused primarily on conducting experiments and analyzing and interpreting experimental data. The P ge 788.1 Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright © 2002, American Society for Engineering Education fourth skill associated with this outcome, namely the design of experiments, was missing from both course outcomes and content. Prior to the implementation of outcome #4, typical course outcomes and content were as follows: 1. Students will develop a general understanding for laboratory procedures utilized in analyzing water and wastewater samples. 2. Students will be exposed to full-scale environmental engineering facilities such as water and wastewater facilities, and/or landfills and air pollution generation and control facilities. 3. Students will improve their technical communication skills by preparing computer generated laboratory reports. Upon successful completion of the course, student’s fulfilled the above stated requirements. Course content focused on learning analysis techniques that included the following: oxygen uptake rate, solids, determining oxygen transfer coefficient, pH, alkalinity, dissolved oxygen, biochemical oxygen demand, chemical oxygen demand, Beer’s law, turbidity, hardness, coagulation and flocculation. Students, grouped in teams of three, were required to complete a written laboratory report after conducting each experiment. Students also attended up to three field trips. Final and midterm examinations were required. EVE 445L is scheduled for a three hour period one day per week and student’s that successfully complete the course receive one semester hour of credit towards graduation. The popular laboratory manual authored by Jenkins et al. was a required text for the course. Prior to each laboratory experience, students were assigned a chapter to read from their text or provided with an instructor-generated handout. As a result, student participants were equipped with associated background materials as well as with the experimental methods and goals to be achieved during each laboratory session. In this format, students were only learning laboratory and data analysis techniques. Minimal experimental design was required of the students. With the adoption of MUSE outcome #4, the environmental engineering faculty recognized the need to incorporate experimental design into EVE 445L without sacrificing traditional course content and without significantly increasing the workload for the students. This paper details the revised course objectives, content, and student report writing and oral communication requirements. The assessment process used to evaluate student performance associated with outcome #4 is also described. Implementation and Assessment Course outcomes were rewritten and stated that upon the successful completion of EVE 445L the student will be able to: 1. Apply knowledge of mathematics, science, and engineering to Environmental Engineering measurements. 2. Design laboratory experiments, and to collect, analyze, interpret, present, and discuss data. 3. Discuss/describe full-scale environmental engineering facilities that they have toured during the semester. Students will be exposed to facilities such as water and wastewater plants; and/or landfills and air pollution generation and control facilities. 4. Prepare professional engineering reports. 5. Work effectively in a team.

Retooling The Environmental Engineering Laboratory Capstone Experience For Abet 2000