NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Session 2251 An Innovative Environmental Design Module Kauser Jahan and Jess W. Everett Civil and Environmental Engineering Program Rowan University Glassboro, NJ 08028-1701 Abstract A major objective of the Junior Engineering Clinic at Rowan University is to introduce students to open-ended design projects. All engineering students from the four engineering disciplines namely Civil, Chemical, Electrical and Mechanical share a common engineering clinic class. This class is a major hallmark of the Rowan engineering program for all engineering students throughout their eight semesters of study. The purpose of the clinic classes is to provide engineering students with a hands-on, multidisciplinary experience throughout their college education. The junior and senior clinics emphasize multidisciplinary design on projects of progressive complexity. This paper focuses on three environmental engineering design projects that were sponsored by local wastewater treatment plants and the National Science Foundation. Multidisciplinary student teams conducted a thorough literature search, developed models or design experiments related to their projects. This type of innovative approach for allowing students to become involved in realistic open-ended design problems is beneficial for enhancing their problem solving skills and encourages them to pursue graduate studies. Introduction The College of Engineering at Rowan University was created through a $100 million gift from Henry and Betty Rowan in 1992. The College of Engineering's key features include collaborative teamwork in inter- and multi- disciplinary laboratory and coursework and the incorporation of state of the art technologies and innovative teaching methodologies. Activities of the freshman and sophomore engineering clinic classes at Rowan have already received national recognition (1-8). The freshman clinic focuses on primary principles, measurements, and competitive assessment. The sophomore clinic focuses on formalized engineering design techniques. The junior and senior clinics emphasize multidisciplinary design on projects of progressive complexity. Faculty lead a team of 3-4 students on open-ended design or research projects. Multidisciplinary student teams engage in semester or multi-semester projects. Funding for the majority of these projects are mainly sought from industry and faculty research projects. The rationale for this approach is to build a strong partnership with local industry, enhance critical thinking skills and to expose students to the engineering profession. Clearly, projects such as these are central to developing design, problem solving and project management skills that are often lacking in traditional engineering coursework. A total of 26 projects were led in the fall (1998) and spring (1999) semesters.

Availability of fine granularity electricity consumption data is critical for building energy management and designing efficient electric retrofits. Methods have been developed for producing year-long hourly electric load profiles of residential and commercial buildings without the need of direct smart meter measurements, which may incur privacy, data inaccuracy, and security concerns. Many of these techniques are built upon monthly utility bills, some leveraging multiple time-of-use intervals. This work proposed an adaptive building electric load profiling technique, which improves upon the limitations of existing work by introducing a transition period that is not always included in the utility bills, while also considering the impacts of seasonal weather changes. The proposed profiling method is tested on a gas-heated building and a fully electric building. Results show the gas-heated building exhibits better profiling errors compared to the fully electric building, whose electric load is more sensitive to environmental temperature changes, resulting in error outside of the acceptable error threshold during shoulder seasons. However, this may be acceptable as shoulder seasons do not meaningfully impact electric retrofits.

This research focuses on data transfer from Sustainable Facility Management (SFM) to Building Information Modeling (BIM) applications—specifically BUILDER SMS to Autodesk Revit—where the BIM models are created for existing buildings. BIM models were created for ten existing buildings to support initial data transfer based on different object parameters: (a) alphanumeric identifier (five buildings); and (b) name (five buildings). The identifier is randomly assigned by BUILDER SMS. The name is derived from the cardinal direction for exterior components and room names for interior components. The comparison of the methods was accomplished by observing times to ensure data compatibility, complete Revit models, and transfer data from BUILDER SMS to Revit. The name method was faster regarding data compatibility, but no statistical evaluation could be made. The identifier method resulted in shorter model completion times, but the difference was not statistically significant. It was also faster for first-time data transfer, but, again, no statistical evaluation could be made. The difference in total effort required by the methods was not large. Furthermore, the first data transfer for either method can transfer the other parameter, i.e., a name-based data transfer can add the identifier to the Revit model and an identifier-based transfer can add the name. The name method may be slightly better than the identifier method because object names follow an intuitive and logical standard naming convention (specified in the SFM application). The process of ensuring data compatibility by manually entering object names may be less error-prone compared to manually entering alphanumeric identifiers; however, that was not demonstrated here as all of the resulting models were error-free regarding data transfer. The methods described provide useful insights for other SFM/BIM transfer scenarios, such as other applications and models generated during the design phase.

Subsurface elevated temperatures (SETs) often occur in landfills and pose great threats to their structural and environmental integrity. Current landfill gas monitoring practices only recommend maintaining certain soil gases percentages, with no integrated strategy for predicting subsurface temperature. As a solution, this paper proposes a comprehensive risk assessment framework specific to SET mitigation. The risk model (RSET) was constructed by incorporating independent gas variables (methane, carbon dioxide, oxygen, residual nitrogen, and temperature) identified in the existing literature as SET indicators, and analyzing gas-well data from the Bridgeton Landfill. Upon identifying these gas indictors and their safety thresholds, we found a significant association (p-value < 0.05) between safe–unsafe ranges of gas variables and subsurface temperature. Temperatures above 80 °C were found to be associated with 100%, 92.3%, and only 4% of the unsafe ranges of methane, residual nitrogen, and oxygen, respectively. As the correlation between gases and temperature seemed to vary for different gas combinations, we developed the RSET by incorporating into these correlation coefficients event intensities specific to certain gas combinations, and then normalizing the RSET scale over a 0–10 range. Over the study period, we identified 22.29% of cases as medium risk at the Bridgeton Landfill and 17.7% as high risk. SETs are governed by different combinations of safe–unsafe ranges of parameters rather than any individual parameters alone. Subsequently, we used a decision tree algorithm to assess the risk types associated with RSET values. The proposed RSET can serve as a monitoring and decision-making tool for landfill authorities for managing and preventing SET incidents.

This study investigates the feasibility and benefits of transferring data between Autodesk Revit (used for building information modeling (BIM)) and BUILDER SMS (used for sustainable facility management (SFM)). Two data transfer methods were evaluated using a case study; one involved entirely manual data transfer, the other a combination of manual and automatic. Of the data transfer methods evaluated, the manual/automated hybrid was determined to be the best option, especially when regular updates are envisioned. The case study produced an enhanced BIM model that can be used to support sustainable facility management, called here an SFM-enhanced BIM model. An integration workflow is proposed for efficiently creating future SFM-enhanced BIM models. A focus group of facilities management professionals evaluated the case study BIM model. The focus group was most interested in the visualization capabilities—e.g., filtered views for condition assessments—and the ability to view the BIM model on a tablet/mobile device during on-site operation and maintenance activities.

Undergraduate Engineering majors are introduced to Sustainable Engineering by conducting energy audits at farms, office buildings, and industrial facilities.These projects provide real world experiences where the students are called upon to use all their book knowledge, common sense and resourcefulness to make a significant contribution to project goals.Work is conducted in an experiential learning course required by the engineering curriculum.When appropriate, students also work outside of class for pay, e.g., during the summer.Students work in multidisciplinary teams.They are responsible for interacting with clients, conducting audit inventories, simulating building performance with computer models, making recommendations, producing engineering reports, and making presentations.Typical recommendations focus on lighting, equipment & appliances, and HVAC systems.Students also assess the appropriateness of solar energy at many sites.The projects introduce student to the triple bottom line, i.e., projects must work at environmental, economic, and social levels.Students determine the costs, savings and payback periods associated with their recommendations.Though done in a less formal manner, they also consider the appropriateness of their recommendations at a social level.The purpose of this paper is to describe the experiential education program that supports these activities, and evaluate the use of energy audits to teach students about sustainable engineering.Evaluations are based on observation and student deliverables.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Main Menu Session 1351 RESEARCH EXPERIENCES FOR UNDERGRADUATES IN POLLUTION PREVENTION Kauser Jahan, Jess W. Everett, Joseph Orlins, Robert P. Hesketh, Stephanie Farrell, Linda M. Head, Kathryn Hollar, Mariano Savelski, Raúl Ordóñez and Marianne Cinaglia ABSTRACT A three-year site for Research Experiences for Undergraduates (REU) in the Civil and Environmental Engineering Program at Rowan University has been established through funding from the National Science Foundation and Rowan University. A common theme unifies the Rowan REU Site activities-Pollution Prevention. Site activities focus on fundamental and applied multidisciplinary research in pollution prevention. Pollution prevention is a key element of new EPA initiatives to protect our children's health and to promote environmental justice and urban environmental quality. Selected students from all over the USA work closely with engineering faculty on funded research projects in engineering that encourage pollution prevention and sustainable development. This eight-week program exposes students not only to the values of research experiences but helps them reinforce and build other important skills such as communication, social and leadership. The ultimate objective is to provide the REU participants with an enriching research experience that will encourage them to pursue graduate studies. INTRODUCTION Research experiences expose undergraduate students to the creativity of the research process and enable them to apply their acquired knowledge from formal co ursework. Active research experience is considered one of the most effective ways to attract talented undergraduates to and retain them in careers in science and engineering, including careers in teaching. Involving undergraduates in research also encourages them to pursue graduate education. The National Science Foundation (NSF) 1 has established the Research Experiences for Undergraduates (REU) program in its efforts to recruit diverse talented students to engineering and science. A REU site focusing on pollution prevention was established for three years at the College of Engineering at Rowan University starting the summer of 2001. The REU Site at the College of Engineering was established with the following objectives: · Generating excitement among the undergraduate students by providing them with the opportunity to work on engineering issues of national and international significance, · Providing undergraduate students with the opportunity to work on fundamental research projects that have significant impacts on human health and the environment, · Increasing the participation in research of women, underrepresented minorities, and persons with disabilities, Proceedings of the 2002 American Society for Engineering Education Annual Conference & Exposition Copyright Ó 2002, American Society for Engineering Education Main Menu

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract 1526 Garden City – Design Throughout the Curriculum Jess Everett1 , Marianne Cinaglia2 , Doug Cleary1 , Kauser Jahan1 , Joseph Orlins1 , Beena Sukumaran1 , Yusuf Mehta1 , Matt Gross3 1 Civil and Environmental Engineering, Rowan University, 201 Mullica Hill Rd., Glassboro, NJ, 08071; PH (856) 256-5320; FAX (856) 256-5242 / 2 Secondary Education/Foundations of Education, Rowan University, 201 Mullica Hill Rd., Glassboro, NJ, 08071; PH (856) 256-5320; FAX (856) 256-5242 / 3 Undergraduate, Rowan University, 201 Mullica Hill Rd., Glassboro, NJ, 08071 ABSTRACT The Department of Civil and Environmental Engineering at Rowan University, with support from NSF, has adopted “Sooner City”, a virtual city developed by the School of Civil Engineering and Environmental Science at the University of Oklahoma. A more portable version of Sooner City has been developed, which makes it easier to adopt at other institutions. Called “Garden City” at Rowan, the virtual city is used in the undergraduate civil engineering program. Faculty use Garden City to demonstrate the context (i.e., human communities) of many civil engineering projects and provide continuity for design projects that extend over multiple courses. Undergraduates go to the Garden City website to access projects and related data and design information. They are also able to store reports at the website, creating an electronic portfolio. Finally, the Garden City website provides a central location for course webpages, tutorials, modules etc. The purpose of this paper is to provide detail on the Garden City project, particularly as it affects teaching design principles throughout the curriculum. INTRODUCTION The following text is the Project Summary of “Sooner City - Design Across the Curriculum”, NSF grant # 9872505.1 It is included here to provide a brief summary of the Sooner City project. Proceedings of the 2004 American Society for Engineering Education Annual Conference & Exposition Copyright © 2004, American Society for Engineering Education

Subsurface temperature is a critical indicator for the identification of the risk associated with subsurface fire hazards in landfills. Most operational landfills in the United States (US) have experienced exothermic reactions in their subsurface. The subsurface landfill area is composed of various gases generated from chemical reactions inside the landfills. Federal laws in the US mandate the monitoring of gases in landfills to prevent hazardous events such as landfill fire breakouts. There are insufficient investigations conducted to identify the causes of landfill fire hazards. The objective of this research is to develop a methodological approach to this issue. In this study, the relationship was investigated between the subsurface elevated temperature (SET) and soil gases (i.e., methane, carbon dioxide, carbon monoxide, nitrogen, and oxygen) with the greatest influence in landfills. The significance level of the effect of soil gases on the SET was assessed using a decision tree approach. A naïve Bayes technique for conditional probability was implemented to investigate how different gas combinations can affect different temperature ranges with respect to the safe and unsafe states of these gases. The results indicate that methane and carbon dioxide gases are strongly associated with SETs. Among sixteen possible gas combinations, three were identified as the most probable predictors of SETs. A three-step risk assessment framework is proposed to identify the risk of landfill fire incidents. The key findings of this research could be beneficial to landfill authorities and better ensure the safety of the community health and environment.

Subsurface fires and smoldering events at landfills can present serious health hazards and threats to the environment. These fires are much more costly and difficult to extinguish than open fires at the landfill surface. The initiation of a subsurface fire may go unnoticed for a long period of time and undetected fires may spread over a large area. Unfortunately, not all landfill operators keep or publish heat elevation data and many landfills are not equipped with a landfill gas extraction system to control subsurface temperatures generated from the chemical reactions within. The timely and cost-effective identification of subsurface fires is an important and pressing issue. In this work, we describe a method for using satellite thermal infrared imagery at a moderate spatial resolution to identify the locations of subsurface fires and monitor their migration within landfills. The focus of this study was the Bridgeton Sanitary Landfill in Bridgeton, MO, USA where a subsurface fire was first identified in 2010 and continues to burn today. Observations from Landsat satellites over the last seventeen years were examined for surface temperature anomalies (or hot spots) that may be associated with subsurface fires. The results showed that the locations of hot spots identified in satellite imagery match the known locations of the subsurface fires. Changes in the hot-spot locations with time, as determined by in situ measurements, correspond to the spreading routes of the subsurface fires. These results indicate that the proposed approach based on satellite observations can be used as a tool for the identification of landfill subsurface fires by landfill owners/operators to monitor landfills and minimize the expenses associated with extinguishing landfill fires.

An Engineers Without Borders (EWB) Club has operated at our University for approximately 6 years, conducting projects in Asia, Africa, Central America, and North America.EWB projects are completed cooperatively between club members and students enrolled in an experiential learning course required by the engineering curriculum.EWB projects provide real world experiences where students are called upon to use all their book knowledge, common sense and resourcefulness to make a significant contribution to project goals.Students work in multidisciplinary teams.They are responsible for interacting with clients, conducting assessment trips, designing solutions, making recommendations, producing engineering reports and drawings, making presentations, raising funds, and supervising and participating in construction.The projects introduce student to the triple bottom line, i.e., projects must work at environmental, economic, and social levels.The purpose of this paper is to describe the benefits of incorporating EWB projects into the engineering curriculum.In order to do this, three projects are described in detail, in Senegal, El Salvador, and The Gambia.

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract Clickers and Freshman Engineering Clinic Introduction "Clickers" are gaining wide popularity at all levels of education, from K-12 to Universities. These electronic handheld devices communicate wirelessly with the instructor's laptop computer, which is used to project a multiple-choice question or quiz to the class. The students' responses are transmitted to the instructor via the clickers and the tallied result is provided nearly instantaneously in the form of a histogram. The students and the instructor receive immediate feedback on the students' state of learning and the instruction may be altered in a just-in-time fashion based on this information. Teachers and professors are enthusiastic about these devices because they promote student participation and classroom engagement and, if desired, they can be used as a form of graded assessment of student learning. Students enjoy using them in class because they help breakup the monotony of a long lecture and make the classes "fun." In Fall 2007, the clickers were used in three sections of a Freshman Engineering Clinic, with approximately 60 students. The sections were taught by three different professors, two of whom were using this technology for the first time. Clickers were used to: • Provide instantaneous feedback, • Give and grade quizzes, • Evaluate individual students’ mastery of topics learned through participation in group projects, and • Evaluate the organization and completeness of student portfolios. This represents a wide range of clicker applications, from common to unusual. The purpose of this paper is to provide a brief background on clickers, describe the Engineering Clinic at Rowan University (especially the freshman clinic), describe the various clicker methods used in the Clinic, and evaluate the clicker applications based on instructor self-evaluation. The results of a survey of all faculty using clickers at Rowan University in Fall 2007 are also presented. Background Clickers, also known as “classroom response systems” and by various trade names, are gaining wide acceptance in education. Although there are many vendors of clickers1-3, each with different hardware and software features, nearly all of them operate in a similar fashion in the classroom. References (4) and (5) provide excellent general introductions to clicker use in education. They are used by faculty members in disciplines ranging from applied and social sciences to the liberal arts to professional schools such as law, medicine, business and engineering, and in a wide variety of applications. Clickers may be used to take attendance, score students for classroom participation, quizzing, or simply for providing ungraded feedback to engage students and encourage learning. In the most common application mode for using clickers, each student is provided a clicker. The professor would present a new topic or concept for no more than 10 minutes using traditional lecture, demonstration, or sample problem solution. Thereafter, he or she would pose a skill or concept question to gauge the students’ understanding. If the tallied responses show that a high

Jess W. Everett has worked in four distinct areas: waste management operations research, contaminated site assessment and remediation, education innovation, and sustainable engineering. He has employed a wide variety of techniques, including computer modeling, laboratory experiments, field testing, and surveys. His current research focuses on energy conservation, alternative energy generation, engineering learning communities, and hybrid courses (courses with classroom and on-line aspects).

A framework for managing and guiding student teams in a first-year engineering course is compared to less structured but commonly used methods. In the new framework, students take on rotating roles during laboratory projects throughout the semester. Furthermore, teams submit three versions of each report: rough draft, draft, and final. Finally, students complete peer evaluation on-line. On-line student and faculty surveys and multiple focus groups were used to evaluate the framework, which was employed in 3 sections of a 16 section first-year engineering course. Results indicate that, compared to the other common team scenarios, the framework results in improvements in students’ self-appraisal of their teaming abilities at the end of the semester, students writing a greater variety of laboratory report sections, student teams more quickly entering the “performing” stage of the team adjustment phases, and more students taking on a leadership role at least once during the semester. The framework produced no reduction in free riders or increase in laboratory report quality, at least as reported by students.

The purpose of this study was to investigate the impact of an engineering living and learning community (ELC) on first-year engineering students. A control group of non-ELC students was used to compare the experiences of the ELC participants. Analysis of survey data showed that there was significant differences between the ELC students and the non-ELC students in how they responded to questions regarding social support, academic support, connectedness to campus, and satisfaction with the College of Engineering and the institution as a whole. Particularly, there were significant differences between ELC and non-ELC students for questions related to feeling like part of an engineering community, having strong relationships with peers, belonging to a supportive peer network, studying with engineering peers, and spending time with classmates outside of class.

PathFinder is an active website coded in html, asp.net, c#, JavaScript, xml, and MathML. The website assembles ebooks on the fly from an xml database. The ebooks have randomly selected and generated exercises that are automatically graded. Instantaneous feedback is provided to both students and teachers regarding performance on online exercises.PathFinder is used to deliver an ebook to a first year introductory engineering course at Rowan University, Glassboro, NJ, USA. In Fall 2013, 12 sections of 20 - 25 students each used the Pathfinder ebook. Because PathFinder provides online practice problems that students can work before completing scored problems, this large implementation of the PathFinder ebook provides an opportunity to investigate the effectiveness of online practice problems. Practice problems can be "Similar" or "Related" to the student's scored problem.Four sets of four problems each were used to investigate four scenarios. Scenarios were randomly applied such that each student was exposed to all four, but on different problem sets. In all scenarios the fourth problem had no practice problem, so it could be used as a test of the effectiveness of the practice problems provided for the first three problems. In the first scenario, no practice problems were provided. In the second, three similar practice problems were provided. In the third, three related practice problems were provided. In the fourth, the first problem had a similar, the second a related, and the third no practice problem.Over 50 % of the students attempted at least one practice problem. Completing practice problems was associated with better scores on associated scored problems. The four scenarios did not result in different performance on their fourth problems, the ones without practice options. It appears that the first three scored problems provided sufficient skill acquisition. In essence, the first three scored problems were "practice" for the fourth.

Biogeochemical reductive dechlorination (BiRD) uses biotically generated iron sulphide minerals to abiotically reduce chlorinated aliphatic hydrocarbons (CAH). BiRD was applied by permeable reactive barrier (PRB) at Dover Air Force Base, the first time this approach was tested in the field. Iron sulphide minerals were generated in trenches filled with iron rich sand (iron), mulch (organic), mineral gypsum (sulphate), and limestone (pH control). For comparison purposes, trenches were also filled with sand, mulch, and limestone to create conditions favourable to biostimulation. Compared to biostimulation, BiRD showed little evidence of methanogenesis, indicating that the reductive capacity of the applied organic was converted to mineral iron sulphide rather than methane. CAH treatment in the biostimulation PRB appeared to be incomplete after 150 days, apparently stalling at DCE. In comparison, for the BiRD treatment area, CAH treatment appeared to be rapid and reduced PCE, TCE and DCE levels within the 150 day time period.

Engineers Without Borders (EWB) at Rowan University is a student-led organization that combines skills learned in the university classroom with real world experience, channeling the passion and knowledge of students to partner with communities in developing nations to solve engineering problems. In doing so, students learn civic responsibility, heighten their social awareness, and become actively contributing citizens of communities in both the United States and around the world. Students also learn skills that apply to the workplace, including project and team management, planning and organization, communication, fundraising and budgets, engineering "on the ground," and knowledge transfer. The Rowan EWB chapter partnered with the residents of La Ceiba, El Salvador to construct household biosand filters to achieve the ultimate goal of providing potable drinking water for the community. The purpose of this paper is threefold: (1) describe the Rowan Engineering Clinic course sequence, used to prepare and award credit to students working on EWB projects; (2) describe the La Ceiba project, focusing on the process used to identify and implement the ultimate solution; and (3) provide information on the household biosand filters that could be useful to other service organizations. As of January 2013, 54 filters have been installed. The filter recipients are satisfied and able to maintain their filters, with a notable self-reported decrease in water-related illness. Some filters cracked, and even leaked, but the local concrete vendor worked with residents to make repairs. Iterations in the filter box design have reduced the cracking problem. Community residents are maintaining their own filters.

A hybrid flipped course has been used for two years in a first year engineering course at Rowan University, Glassboro, NJ, USA. In the Fall 2013 semester there were 12 sections of 20 - 25 students. The course is considered a "hybrid" because the textbook and a majority of the homework exercises are delivered online. The course is considered "flipped" because students are quizzed (online) on the course ebook before material is covered in class. This allows instructors to focus on more advanced and active learning during class time.The purpose of this paper is to describe the hybrid flipped course format in detail, focusing on the ebook and online homework. The results of surveys of students and instructors are used to explore the functionality of hybrid flipped courses.Levels of satisfaction with the online aspects of the course were high amongst students and teachers. Pathfinder was somewhat successful at getting students to prepare for class, primarily by creating an atmosphere of expected preparation, which was accentuated by the fact that graded online exercises were required prior to class. While a number of active learning techniques were employed in the Fall 2013 semester, more are envisioned for future course offerings.