Diaz & Jennings EH&S Program Page 1 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
ENVIRONMENTAL HEALTH AND SAFETY: AN INDUSTRY-DRIVEN FOUR YEAR
DEGREE PROGRAM
Lead PI: Michael B. Jennings , PhD.
Co-PI: Art Diaz, Ph.D.
Chemical & Materials Engineering Department
San Jose State University
San Jose, California 95192-0082
I. PROJECT SUMMARY
Environmental Health and Safety (EH&S) education is a collaborative industry-driven
curriculum project involving seven departments at San Jose State University (SJSU), local
Community Colleges and local industries in the Silicon Valley. The Fund for Improvement of
PostSecondary Education (FIPSE) has provided funding for the development of this multi-disciplinary,
industry-partnered four year engineering degree program in EH&S which will provide trained
baccalaureate degree-level graduates to industries who are not currently able to fill entry-level
positions with qualified personnel. Outcomes of this project will include a curricular model which can
be readily transported to other universities, a industrial partnership model which can be transported to
other universities, and the establishment of an official industry-partnered EH&S program at SJSU.
This report is submitted to detail the activities which have been accomplished during Year 3
(September 2000 - August 2001) of what is scheduled as a four year project.
The goal of the proposed project is to establish the EH&S program as an official SJSU
program in a way that includes significant industrial involvement as the program is established and
continued industrial involvement with students as they complete their baccalaureate degrees.
Established avenues of industrial involvement in the EH&S program, include development of the
curriculum to ensure appropriate content and skills, teaching, team-teaching or guest lecturing in a
large percentage of the upper division courses, and Intern/Co-Op participation, will help ensure
students are indeed qualified for EH&S positions when they graduate.
This project is to be completed over a period of fours years, with the objectives as
shown in Table 1:
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P116B981262 YEAR 3 PROGRESS REPORT August 2001
Table 1. Project Objectives
1. Establish EH&S as an official SJSU Engineering Program
2. Establish an Industrial Advisory Board
3. Develop new courses and modify selected existing courses so they will provide
required content for the EH&S curriculum
4. Integrate industrial participation throughout the EH&S Program including the
establishment of feedback loops so student learning objectives will be achieved
5. Develop a unified EH&S program structure so students are supported to complete
their degree
6. Develop a curricular development model which can be transported to other
universities
7. Establish a pipeline of students from selected Community Colleges to the SJSU
EH&S Program
8. Independent assessment of the program and project by an independent evaluation
9. Definition of additional funding sources to make the program self-sustaining
Table 2 lists the percent completion of each task at the end of year 3 compared to the
percentage completed in Years 1 and 2 as originally reported in our Year 2 Progress Report.
Table 2. Percent Complete Compared to End of Four Year Project.
TASK PERCENTAGE COMPLETE
Year 1 Year 2 Year 3
1.0 Establish EH&S as Official SJSU Program 100 100 100
2.0 Establish Industrial Advisory Board 100 100 100
3.0 Course Modification/Development 20 75 85
4.0 Industrial Participation
4.1 Increase Industrial Contacts 50 80 85
4.2 Course Development 40 75 80
4.3 Teaching/Team Teaching 20 70 85
4.4 Co-ops/Internships 30 50 65
4.5 Scholarships 30 60 70
5.0 Establish Unified Structure 30 75 95
6.0 Complete portable curricular development model 30 60 95
7.0 Establish Pipeline of Students 40 50 60
7.1 Develop Marketing Materials 80 95 95
7.2 Student Recruitment 30 60 70
8.0 Assessment Program/Project
8.1 Project 30 60 80
8.2 Program 20 60 80
9.0 Additional Funding for Sustained Operation 30 75 80
In addition to this summary table, a comprehensive Gannt Chart for the entire Program
Development Schedule is attached as Appendix A. The progress achieved in accomplishing tasks is
detailed below for year three activities and excludes those that were 100 percent complete in previous
years.
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P116B981262 YEAR 3 PROGRESS REPORT August 2001
II. PROJECT STATUS (using the notation taken from the Task List in Table 2)
3. Development and Modification of Courses
The EH&S curriculum was reviewed by project personnel to assess the potential to satisfy
program academic outcomes defined in discussions with the EH&S Industrial Advisory Council. As a
result of this review, there were some minor modifications to the program as follows:
Addition of organic chemistry lab component, CHEM 9
Addition of a hazardous wastes management course, ChE/CE/GEOL 174
Conversion of the one semester Senior Project course to a two semester Senior Project
course, with the same total number of units. The Senior capstone course configuration was
also completed during this revision.
Elimination of the Computer-aided Drafting course
Development of recommended Emphasis Programs to allow students to have an area of
specialization, along with lists of approved elective courses for these programs. CE 175,
Physical/Chemical Processes in Environmental Pollution Control, was moved into the category
of acceptable technical electives for the EH&S program.
These revisions were reviewed with the EH&S Industrial Advisory Council and accepted as an
overall improvement in the program curriculum.
New courses developed for the program (ISE 112, Occupational Health and ISE 114, Safety
Engineering) were both offered, with industrial representatives involved in the instruction. One of
the Primary Investigators, Dr. Diaz, also helped team teach the Environmental Studies course,
ENVS 170, Introduction to EH&S. The other instructor for this course comes from industry.
4.1 Increase Industrial Contacts
Industrial contacts were made on an individual basis and also through meetings with the
Industrial Advisory Board and presentations at professional society meetings. The objectives of these
contacts were to:
Publicize the EH&S Program to potential employers
Obtain internship and co-op opportunities for students
Develop a list of professionals to help:
o Develop effective course content and components
o Provide instruction or other forms of assistance
o Participate in Industrial Advisory Council Activities
o Assist in outreach activities for student recruitment
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Provide potential sources for funding of EH&S Program initiatives
Provide students in the form of Professional technicians who would like to complete a
Bachelor’s Degree
Help promote the EH&S degree through the related professional societies
The one-on-one contacts occurred primarily by telephone and e-mail, though there were some
industrial site visits. The Advisory council met at SJSU for a day and there were many new members
who were recruited through individual contacts. A copy of the minutes of the Advisory Council
meeting are attached to this report as Appendix B.
4.2 Course Development
Both new courses developed for the program, ISE 112 and ISE 114, were taught this year for first
time and this was the second presentation for ISE 114. EH&S Engineering components were also
added to existing courses, ENVS 170 and ChE/CE/GEOL 174.
The other courses requiring significant development are the Senior Design courses, MATE 198A
and MATE 198B. A configuration was developed for EH&S students in these multidisciplinary
courses; with EH&S students teaming with Chemical and Materials Engineering students to complete
and monitor projects. This concept was very favorably received during review by the EH&S Advisory
Council because it so closely reflects the way EH&S professionals are integrated into industrial
project teams.
Content for other courses was also reviewed with EH&S Advisory Council members and there will
be some minor course changes to reflect results of those discussions. These changes consist of
change in emphasis in content areas in the courses.
Presentations have also been developed for the first year engineering course, ENGR 10,
Engineering Processes and Analysis, to familiarize students with activities incorporated in EH&S
Engineering. These presentations were designed for transfer to Community Colleges in their
equivalent introductory engineering courses. Actual implementation of the program to transfer these
presentations is also a component in developing the student pipeline from the Community Colleges.
4.3 Teaching/Team Teaching
A high level of industrial participation in courses is an objective of the EH&S program and has
been achieved in most of the courses used for the program. Industrial Participation has been
incorporated into the new courses for the EH&S program, ISE 112 and ISE 114. Staffing for each
course included one SJSU faculty member teamed with one or more industrial participant; including
David Krack EHS Manager at New United Motors Inc., and Dr. Dave Aldis from Lawrence Livermore
National Laboratories. Industrial participants also made presentations in the ChE/CE/GEOL 174,
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Hazardous Materials course. Courses using instructors from industry include ChE 177, Air Pollution;
ENVS 124, Introduction to Environmental Law; and Biol 137, Toxicology.
4.4 Co-Op/Internships
An industrial Co-Op or Internship experience is a requirement for students in the EH&S
program. Applied Materials, Lam Semiconductor, Hewlett-Packard, EORM, Santa Clara Fire Chiefs,
Novellus, Xerox, City of Gilroy and Chipshot have already committed to providing intern positions.
Other industries who have expressed an interest in the intern positions but not made a formal
commitment, include Romic Environmental Technologies (chemical recyclers) and Unaxis
(semiconductor manufacturing equipment). A typical summary of a functional description for an
internship is shown in Appendix C and on the Program Web Page (http://www.engr.sjsu.edu/ehs/).
We are actively encouraging other industrial participants in the internship program through our
contacts with industry and the professional societies.
4.5 Scholarships
Scholarship opportunities remain the same as last year and we are now advertising
these on our Web site as part of the recruitment effort.
5. Unified Structure of the EH&S Curriculum
Many of the students who enter the EH&S Program at SJSU are transfers from the California
Community College system. The Community Colleges provide courses that are equivalent to the
Lower Division (first two year) courses offered at SJSU. Students complete the Upper Division (last
two years) courses at SJSU and these are not available at the Community Colleges. It is critical that
the transfer into SJSU occur without the student losing credits completed while in the Community
Colleges and the students must also have the necessary prerequisite courses to enroll in Upper
Division courses.
Facilitating student transfers requires providing Community College councilors with program
information that they can use to advise their students. The information that has been developed
includes the Advising Brochure that is attached as Appendix D. This advising brochure has been
implemented at SJSU during the last year and initial student response has been favorable. It is ready
for transmittal to Community Colleges for their advising during AY 2001.
A listserve has been established during Summer 2001, to provide a convenient way to communicate
information to all students and faculty in the program. It is anticipated that students and faculty will
enroll on this listserve starting in the Fall 2001 Semester. The listserve will be used for a wide range
of communication including
class information
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notification regarding internships
activities related to the students in the program:
o such as professional society meetings
o Open House and other outreach and recruiting activity
o Seminars, speakers and other extra-curricular presentations of interest.
6 Portable Curricular Development Model
The curricular development model that has evolved during this project should be applicable to
other institutions. It is based on a sequence of activities in which there are parallel developments of
community relationships (industry and other academic institutions) and the program within the
University. Requirements for developing and EH&S curriculum are discussed in general below.
Community Relationships
Development of community relationships requires definition of constituents, establishing the
activities in which they will participate, and periodic contact to manage progress. Primary
responsibilities for industrial participants have been determined to include:
Definition of program graduate outcome objectives
Review of the curriculum
Assistance in developing specific program laboratory components
Participation in outreach programs to recruit students
Development and review of program marketing materials
Provision of internships and other student project activities
Provision of specialized instruction components
The primary technique to develop the industry relationships has been through two industry
groups; Joint Venture Silicon Valley and the EH&S Industrial Advisory Council. Current activities are
coordinated primarily through the EH&S Advisory Council. Communication with the Council is
facilitated by a listserve and also a Industrial Advisory Council Web page at the EH&S Web site.
Development of the relationships with community colleges and high schools is critical recruitment
of students for the program. The emphasis on these activities will probably vary by region, according
the concentration of feeder colleges. California has over 100 community colleges that are major
sources of students for California State Universities, so major effort has been placed on these entities
for the San Jose State University program. There are representatives from the community colleges
and high schools on the Industrial Advisory Council, so they can be aware of the progress in
establishing the program.
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It is important to establish a presence at the community colleges and high schools to provide local
promotion of the EH&S program. We have attempted to implement this objective by meeting with
counselors from these institutions, at receptions hosted by the College of Engineering. We have also
determined that having Open House outreach is an effective way to publicize the EH&S program
directly to students from Community Colleges and High Schools. It may be possible to familiarize
students with the program through provision of either workshops or presentations in Engineering
Orientation classes to reach the groups who have the highest potential for joining the EH&S program.
This is an effort that will be further tested during the next academic year.
University Relationships
It is necessary to follow a sequence of activities to develop a degree program within the
California State University system, which include providing descriptions of the program and
development plans. Similar materials are provided at the University and College level to assure the
new program is compatible with the goals, missions, and resources of these entities. It is also
necessary to have approval of the specific curriculum and any new or significant course revisions that
are required to establish the program. The specific criteria required to establish an EH&S program at
other institutions will probably vary from those at San Jose State University. The experience to date
has determined that there are not any inherent program characteristics to prevent satisfying expected
criteria to establish a program.
It also appears that university resources required to establish an EH&S program, should be at a
level comparable to other Engineering programs, depending on upon resources available in existing
programs. In this regard, the multi-disciplinary nature of the program is an asset because it allows
utilization of many existing courses and academic resources.
7.1 Develop Marketing Materials
The long-term viability of the proposed EH&S Program will depend in large part on
successful student recruitment and industrial recognition. Numerous marketing materials have
been developed to publicize the EH&S Program to potential students. Students that are
considered for recruitment include: new high school graduates, students in Community Colleges,
undeclared students, students enrolled in the first two years of Science and/or Engineering
courses, and technicians working without BS degrees in local industry. The most general tool to
reach all these sources is the Web Page, http://www.engr.sjsu.edu/ehs/, which has been revised
this year to better address student questions.
One practice to attract potential EH&S students has been through contacting Community
College counselors and some Community College faculty, who teach courses that are included in the
EH&S Program. The contacts with counselors have been primarily when they come to SJSU for
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coordination sessions. During this last year we have been developing some course modules that can
be presented in the initial Engineering Orientation classes, at SJSU and the CC. These will be
prototyped in the Fall 2001 semester at SJSU and then we will take them the to Community Colleges
during the Spring semester.
A protocol has been developed to evaluate the success of the various marketing tools that
have been developed and applied in student recruitment. We are currently assessing the various
paths that students take to enroll in SJSU engineering programs and will use those to determine if our
presentations have been properly targeted and effective. A copy of the questionnaire that is currently
used is attached as Appendix E.
7.2 Student Recruitment
A number of methods have be implemented for student recruitment and these are described
below. We have made an effort in each of these to determine the efficacy of the method so we can
optimize our outreach efforts.
• Potential EH&S students have been contacted during Fall 2000 and Spring 2001 semesters,
by mailing EH&S Program announcements to all students enrolled in the first semester of
General Chemistry.
Similar announcements have been mailed to students in General Engineering, other that
those currently enrolled in EH&S.
Community College counselors made presentations promoting EH&S during two visits to
SJSU.
Brochures have been transmitted to Community Colleges, during visits by College of
Engineering representatives, to support career days and counseling services at those
institutions.
EH&S brochures are also part of the standard package of information mailed to Community
Colleges and High Schools for advising and counseling functions.
Chemical and Materials Engineering Department faculty have made at least 4 visits to local
High Schools to discuss Engineering Opportunities at SJSU, with EH&S as one of the options
being promoted.
A college wide Outreach Day had faculty in approximately 40 area High Schools on the same
day, to promote SJSU Engineering programs.
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• Posters advertising the new EH&S Engineering program were set up in the SJSU College of
Engineering.
• The Web page has been undergoing significant revision during the Spring and Summer. It
now includes a copy of the new and transfer student advising brochure.
• The College of Engineering has a strong K-12 outreach program through outreach activities
such as Engineering Open House and Expanding Your Horizons. High school and
community college students are provided with forms to indicate interest in particular
Engineering disciplines, with a subsequent informational note sent from the program.
This year the Chemical and Materials Engineering Department provided a separate Open
House, exclusively highlighting our programs. This Open House was also targeting students
from local high schools who were enrolled in Engineering courses. There was a hands-on
EH&S laboratory conducted as part of this program. Students who expressed an interest
were sent EH&S informational brochures.
8.1 Project Assessment
The project has been designed to allow an independent evaluation of success in satisfying
specific objectives. An evaluator, Dr. Tania Madfes from WestEd, met with the project team several
times during the first year of project activities to assist in establishing assessment methods. An
example of the recommendations for collection of data to that could be used to assess student
recruitment, retention and initial job placement includes.
How students heard about this program.
Where the students are from geographically and academically.
Demographic information (gender, race, etc.)
GPA information by semester
Internship/Co-op placement
Internship/Co-op project types
Professional placement after graduation
Similar recommendations were provided to collect data to assess other components of the project,
such as industrial relationships. Methods to collect the recommended data have been developed and
data have been accumulated during the interim period, to assess project progress.
An extension of the project was requested from FIPSE during this past year based on our
internal determination that the project targets would not be comprehensively attained during the
original contract period. The primary reasons for these delays were:
A change in primary project personnel
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A lack of data to assess some program components due to:
o Delays in initial offerings for new courses being developed for the program
o Some delay in modifications of existing courses that support the new program
A need to revise the approach to coordination with Community Colleges and High Schools,
based on preliminary recruitment data
A need to accumulate additional data to assess the industrial internship component of the
program.
The request for an extension was granted and there is a high degree of certainty that project
targets will be achieved by the revised project completion date. An independent evaluation is planned
for the first part of the Spring 2001 semester, to confirm success and to determine any areas that will
require additional attention for completion.
8.2 Program Assessment
Methods to assess the EH&S Program are actually a subset of curriculum development, however
these should be defined if the program is to be portable and successful. Program assessment
consists of defining outcome goals for program graduates, development of a curriculum that includes
course learning objectives that address the outcome goals, design of courses to include techniques
to collect the necessary assessment data, and regular evaluation of the data so course/program
quality can be improved.
A typical survey form used to collect some of the data for course assessment is attached as
Appendix F. This is only one assessment tool and is to be used with other data collected during the
term to actually evaluate success in the course. This particular document is designed to determine
student preparation for the course, student success in meeting course learning objectives, and
priorities students place on each of the course learning objectives.
Similar information should be collected from all courses used in the program and then integrated
and analyzed for program assessment. Course data have been collected over the past three
semesters and an initial program assessment should be implemented in the next academic year. It
should be possible to provide an effective protocol for program assessment plan as a result of this
effort.
9. Additional Funding Activities
There are two proposals for additional funding that should be completed during the next
academic year. One proposal will be submitted to FIPSE requesting funding for dissemination of the
results of the current FIPSE project. There appears to be a need for EH&S Engineering graduates
across the country and a single program at San Jose State University will not be adequate to supply
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the demand. Our dissemination objective will be to develop and distribute materials with
recommendations for structuring and EH&S Engineering Program and to publicize this type of
program to academic institutions through presentations professional societies and journal
publications.
A second proposal will be targeted to NSF requesting funding for development of lab
components to support the instruction and research activities for the EH&S Engineering Program.
This lab is intended to be constructed in portable modules that can be used to support many areas in
the EH&S Engineering Program and other Engineering and Science disciplines. Modules would
include topics such as:
Chemical and mechanical lab safety
Management of hazardous wastes
Introduction to industrial hygiene concepts
Elements of Health Physics
Design of industrial ventilation systems
Design and implementation of the laboratory will also be an industry-driven activity and we also
anticipate their support in funding this project. Some commitments have been received from
industries represented on the EH&S Industrial Advisory Committee.
Another objective of developing these lab components will be to develop additional
demonstrations and hands-on lab activities that can be used for student recruitment. Students have
seemed to be attracted to these activities during our outreach events and they may provide a critical
link in attracting students to the program.
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III. BUDGET INFORMATION
The budget proposed for the activities in the last year of this project amounts to a total of
$101,935, as shown in Table 3.
Table 3. Budget for Year 4 Expenditures
CATEGORY AMOUNT
1.0 Salaries, Fringes, All Indirects 24290
1.1 Michael B. Jennings, Lead PI
1.2 Art Diaz, PI 11000
1.3 Other faculty/ Melanie McNeil, Lou Freund 26000
2.0 Evaluator 4000
3.0 Travel – Project Director’s Meeting and 2400
National AIChE Presentation
4.0 Printing & Duplicating 3600
5.0 Materials % Supplies 7500
TOTAL FOR YEAR 4 FROM FIPSE CONTRACT 78790
UNIVERSITY COST SHARE PROVISION 23145
1.0 Salaries through Release Time
TOTAL EXPENDITURES FOR PROJECT 101935
This budget is based on the funds that have been carried over from the first three years
activity and will not require any supplementation. The University provides support to the project by
providing additional release time to faculty during the regular semesters, which comprises the
additional funds beyond the FIPSE contract.
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APPENDIX A – GANNT CHART FOR ENVIRONMENTAL HEALTH & SCIENCE PROGRAM AT
SAN JOSE STATE UNIVERSITY PAGE 1 OF 3
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APPENDIX A – GANNT CHART FOR ENVIRONMENTAL HEALTH & SCIENCE PROGRAM AT
SAN JOSE STATE UNIVERSITY PAGE 2 OF 3
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APPENDIX A – GANNT CHART FOR ENVIRONMENTAL HEALTH & SCIENCE PROGRAM AT
SAN JOSE STATE UNIVERSITY PAGE 3 OF 3
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APPENDIX B – MINUTES OF THE EH&S ADVISORY COUNCIL MEETING, MAY 2001 PAGE 1 OF
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MAY 23, 2001 EHS ADVISORY BOARD MEETING MINUTES
Location: SJSU College of Engineering Time: 9:15 am – 12:00 am
Partticipants:
Dave Aldis – LLNL Jim Crowley – SCVW Art Diaz – SJSU
Ben Gale – SC County Steven Green – Consultant Michael Jennings - SJSU
Melanie McNeil – SJSU Evelyn Mitsunago – Alza Sarah Mosso – IBM
Raul Munoz - IBM Kirk Willard - LMCO
I. Mike Jennings discussed the history of the EHS Program development to bring everyone up to
date.
The program has been developed through the joint efforts of SJSU and industry to provide students for
EH&S positions. Industry has provided significant direction with regard to curricular content, internship
positions for students, assistance in student recruitment, and will be the eventual recipient of program
graduates. Significant funding for development of this program has been provided by The Fund for the
Improvement of Postsecondary Education (FIPSE).
II. Melanie McNeil presented the proposed curriculum changes:
A review of the curriculum resulted in the following recommendations:
1. Delete the CAD class as a low value course for this discipline.
2. Increase laboratory experience, add the Organic Chemistry lab, Chem 9.
3. Add a Solid Wastes Management component ChE/CE 174 Hazardous Waste Management. Room
for this course in the curriculum requires making CE 175 Physical Methods, an elective.
4. Convert the one semester Senior Project into a two semester sequence by deleting ChE 165 and
adding MatE 298A&.
After a few clarification questions about content, the advisory board agreed with the changes and these will be
instituted in the program starting in Fall 2001.
III. Art Diaz presented the description of the structure proposed for the senior design courses and
associated activities.
During the Fall semester, EH&S students will join ChE student teams and complete an EH&S analysis of the
experiments included in the ChE laboratory. During the Spring semester, this approach will be extended to cover
the entire College of Engineering.
The Board requested copies of descriptions of the experiments which the ChE students would be running in their
laboratories, ChE 161L/162L, that would be evaluated by the EHS students.
The following questions/issues were posed by the industrial participants:
1. Can the EHS students monitor air quality during the experiments? (This was a major concern for the
Board.)
2. If students cannot monitor air quality, can a scenario be created, for instance, to give them exposure
data and have them make recommendations.
3. Include in the lab ventilation efficiency analyze bends in ducts, hoods with pitot tube etc.
4. Documentation is important. It is critical students learn documentation even though it might be drudgery.
5. Is it possible to move ISE 114 Safety Engineering, earlier so students can use it in senior project?
APPENDIX B – MINUTES OF THE EH&S ADVISORY COUNCIL MEETING, MAY 2001 PAGE 2 OF
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6. In order for students to recognize the importance of proper treatment of hazardous wastes, is it feasible
to make hazardous waste visible, e.g. with placards of the process about the lab like Receiving, Storing,
Disposing, Call EHS etc.
7. Students could work on the SJSU building ventilation and pumps etc. since those are similar to industry.
Students could do a building survey.
8. Make sure they track chemicals from start to end of process, and know MSDSs.
IV. EHS Elective Tracks were discussed to determine if the content would be adequate and
appropriate. The discussion generated these comments:
1. The curriculum should include Environmental Management Systems. Agilent had ISO 14000
web page explaining how they set up their management system.
2. Do students evaluate an Environmental Impact Statement? Modify an EIS and have them
complete an analysis to find the conflicts. A subject of this analysis might be noise mitigation for
a process or a project.
3. The curriculum should include Integrated Safety Management.
4. The program should include components that discuss sampling techniques and what defines
sample quality. An example might be obtaining a representative sample of a component from
an immiscible mixture.
5. Program should address ecological effects, for example the Watershed Management Initiative -
impact of any water into Bay. Conceptual model is on web and students can go through a
component. Kirk provide additional information about this activity.
6. Computer Database Management, e.g. Chemical Data Management needs to be included,
should be addressed in the curriculum. In fact, Environmental Information Management is a
good elective area. Managing Information would include system managing skills and would
teach Access for starters
V. Student Recruitment area:
The importance of student recruiting was discussed and several initiatives were considered.
1. Based on the experience of other new programs at SJSU, it is evident that we need a good
website. Dr. McNeil is currently revising the existing website and will add new components to
draw student interest. Industrial participants were requested to provide links to appropriate
sites; including professional societies, sites listing jobs, on-line demonstrations and sources of
data, etc.
2. Current activities that are active or being considered include:
a. Recruiting fairs, outreach, continuing ed., etc. – The CME department has started programs of
Open Houses for engineering students in High Schools and more exhibits that could excite
students about EH&S would be appreciated.
b. Work with existing outreach programs, e.g. minority recruitmentPost flyers at appropriate
locations on campus.
c. Send out students, faculty and professionals to high schools Career Days.
d. AA students in community colleges should be approached
3. Al Stankunous (sp?) who used to work at LMCO but now is teaching high school locally would
be good reference for developing demos.
VI. Internships. Student internships are a required component in the program. These provide students with
valuable experience and provide employers with an opportunity to develop full-time employees. The
results of these discussions are summarized as follows:
1. Contractors are taking on a lot of the EHS tasks. Thus, places like EORM and CH2 Hill would
be good contacts to develop internship opportunities.
APPENDIX B – MINUTES OF THE EH&S ADVISORY COUNCIL MEETING, MAY 2001 PAGE 3 OF
3
2. Students could go to meetings of appropriate professional societies.
3. Professionals attending these society meetings could publicize the EHS program and request
internship opportunities be forwarded to SJSU.
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VII. Other Items
1. Assessment Questionnaires were distributed to collect information concerning the industrial
perceptions of the EHS Program at SJSU.
2. Information was collected to establish an EH&S listserv for communication on the advisory
council.
3. Meeting minutes will be posted on the EH&S web page.
Diaz & Jennings EH&S Program Page 19 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX C – TYPICAL INTERNSHIP FUNCTIONAL DESCRIPTION
ENVIRONMENTAL, HEALTH & SAFETY INTERN WANTED
Job Description
All projects undertaken with an intern will first be discussed to ensure that he/she is getting the most
from his/her tenure with us. As a fledgling company, many of our EHS programs and practices are
still in the development stages, so this is a great opportunity to be creative and truly make a
difference at the company.
Possible projects might include:
Draft Injury and Illness Prevention Plan
Create and implement emergency evacuation plan
Identify safety training needs and develop training curriculum; organize and/or conduct training as
necessary
Develop safety inspection program
Conduct ergonomic compliance study
Make other EHS-related recommendations as appropriate
Start Date: ASAP
Salary Range: $11-$15/hour
Hours: Negotiable (PT or FT both possible)
Reporting to: Senior Manufacturing Manager
About Us
Chipshot.com is a promising e-commerce venture based in Sunnyvale that is pioneering a new
distribution model in the golf industry. The company locally manufacturers high-quality custom-built
golf clubs, and distributes their product directly to customers via their web site at Chipshot.com, at
about 1/3 the price of comparable brand-name clubs. The company also retails all related golfing
merchandise and accessories. Chipshot.com has received venture financing from Sequoia Capital
(funders of Yahoo!, Cisco, 3Com, Oracle) and has major strategic relationships with Yahoo!, AOL and
Lycos. Recently, Chipshot signed pro golfers Nick Price, J.L. Lewis, Steve Scott and Jill McGill to its
Tour Staff, further proving themselves as an up-and-comer in the golf world.
For more information, please contact: Laura Garrett, Sr. Manufacturing Manager at
laura@chipshot.com
Diaz & Jennings EH&S Program Page 20 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 1 OF 12
Department of Chemical & Materials Engineering
One Washington Square
San Jose, CA 95192-0082
408/924-4000 Fax: 408/924-4057
http://www.engr.sjsu.edu/cme/
Environmental Health and Safety Engineering Freshman and Transfer Student Advising Information
Registration and Course Scheduling
1.0 Environmental Health and Safety Engineering Program General Information
The Environmental Health and Safety Engineering (EH&S) is currently housed in the General
Engineering Program. The actual degree is a BS in General Engineering with a
concentration in Environmental Health and Safety Engineering. The program is administered
from the Chemical and Materials Department (CME) in coordination with the Civil (CE) and
Industrial & Systems (ISE) Engineering programs. Advising is provided through the Chemical
and Materials Engineering Department.
1.1 The attached curriculum sheet shows a typical semester-by-semester program for
all undergraduate EH&S Engineering students.
1.2 Please note when developing your personal schedule to graduation, that except for CHE
rd th
190, Upper Division (3 and 4 year) Engineering Courses are offered only once each
year.
1.3 All EH&S Program Courses are Upper Division with the sequence starting in the fall
semester of the Junior year. CHEM 1B, PHYS 71 or PHYS 52, MATH 133A and ENGR 10
must be completed prior to starting the EH&S Course sequence.
1.4.1 Transfer student transcripts are not evaluated within the College of Engineering or the
EH&S Engineering Program at the time of admission. The student is responsible to
confirm transferred courses are equivalent to those offered at SJSU, which may require
obtaining an equivalency evaluation (using the Evaluation of Course Equivalencies Form,
available in the CME Engineering office) from the department that offers the course at SJSU.
Students transferring from colleges and universities within California can find a list of
equivalencies on the SJSU Articulation Web Page, http://ARTIC.SJSU.EDU/. A maximum of
70 semester or 105 quarter units can be transferred from a Community College to satisfy
graduation requirements at SJSU. Transfer credit from Community Colleges is normally
applied only to Lower Division courses at SJSU.
Transfer students must provide to their advisor, an unofficial copy of transcripts for all
courses that they intend to use to satisfy the requirements for the degree.
1.5 Placement Exams are required prior to entry into Math 30, Physics 70 and English 1A.
Students are also required to complete the Entry Level Math and English Placement Exams
unless they are exempted based on their reported SAT or ACT scores.
1.6 Students must pass the Writing Skills Test prior to enrollment in Upper Division General
Education courses including Engineering 100W.
1.7 EH&S Engineering Students must come in for formal advisement each semester in order
to be cleared for phone registration. Registration for an advising appointment is in the CME
departmental office, normally in November (for the following Spring semester) and April (for
the following Fall semester). Please bring copies of all your transcripts and previous advising
records to the advising session.
Diaz & Jennings EH&S Program Page 21 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 2 OF 12
2.0 General Education (GE) Requirements are satisfied by completion of one of the recommended
programs described on the attached pages. These programs indicate the minimum number of units that
must be completed to satisfy the GE requirements and deviations from this program may add to the total
number of required GE units.
3.0 Dropping Courses. There is a free drop period at the start of each semester. Dropping courses after the
free drop period is restricted and becomes progressively more difficult during the semester. Students
who drop classes, but fail to formally withdraw, will be assigned a grade of Unauthorized Withdrawal,
which is treated as an F grade for calculation of Grade Point Average.Curriculum offered: B.S.
General Engineering with a Concentration in Environmental Health and Safety
Engineering
Engineering Faculty: Professors: Michael B. Jennings, Melanie McNeil, Rhea Williamson
Assistant Professors: Claire Komives, Udeme Ndon, Gregory Young
Adjunct Faculty: David Aldis, Art Diaz, David Krack
Web Page : http://www.engr.sjsu.edu/ehs/
Curriculum Objectives:
This curriculum is designed to give specialized professional education with a broad engineering and scientific
background. The program includes theoretical and applied concepts that are used to analyze the work
environment for the presence of hazards, develop systems to monitor and control these conditions, and
design remediation systems. Courses on-campus are supplemented with student projects and internships
with area industries that introduce students to the state-of-the-art applications of the fundamental concepts.
The program emphasizes the functions of process design, process development, and process quality
management and also prepares the exceptional student for research and graduate study. The Major
program provides opportunities for EH&S students in semiconductor and electronics manufacturing,
biotechnology, aerospace, and most other industries in the area, as well as opportunities in the regulatory
activities of government.
PROGRAM SUMMARY FOR B. S. GENERAL ENGINEERING - EH&S EMPHASIS UNITS
General Education (Total University requirement 51 units) 33
Of the 51 units, up to 18 units may be satisfied by exemptions or courses taken in support of the major
and selected engineering courses offered within the School of Engineering. BIOL 54 is a required lower
division GE course and ENGR 100W is also required for the major.
Physical Education 2
Mathematics and Science Requirements 31
MATH 30, 31, 32, 133A 13
PHYS 70, 71 8
CHEM 1A, 1B 10
Required for the Major 68
Engineering Common Area 15
CHE 190; CHE 151; MATE 25; CE 99; ENGR 10
Required Courses in Engineering and Science 47
BIOL 137; CHE 115, 151, 161, 174, 177, 180; CE 170, 134, 176, 192; CHEM 8, 9; ENGR 100W;
ENVS 124, 170; ISE 112, 114; MATE 198A, MATE 198B
Technical Electives 6
Total units required for Degree 134
Typical 4 and 5 year EH&S programs are shown on the next two pages. Students who have time constraints
should consider the 5 year program.
Diaz & Jennings EH&S Program Page 22 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 3 OF 12
TYPICAL 4 YEAR PROGRAM FOR B.S. IN ENGINEERING ENVIRONMENTAL HEALTH & SAFETY
FIRST YEAR
FALL SEMESTER UNITS SPRING SEMESTER UNITS
MATH 30 Calculus I P 3 MATH 31 Calculus II 4
CHEM 1A Gen. Chem. 5 CHEM 1B Gen. Chem 5
ENGL 1A Composition P 3 ENGL 1B Composition 3
ENGR 10 Eng. Proc. & Tools 3 PHYS 70 Gen. Phys. P 4
BIO 54 (Area E) Human Under. 3 HUM PERF 1
SEMESTER TOTAL 17 SEMSTER TOTAL 17
SECOND YEAR
FALL SEMESTER UNITS SPRING SEMESTER UNITS
MATH 32 Calculus III 3 MATH 133A Dif. Eqn. 3
PHYS 71 Gen Phys 4 CE 99 Statics 2
AMS 1A 6 AMS 1B 6
CHEM 8 Organic Chem 3 GE Oral Communication 3
WST 0 CHEM 9 Organic Chem. 1
HUM PERF 1
SEMESTER TOTAL 16 SEMSTER TOTAL 16
THIRD YEAR
FALL SEMESTER UNITS SPRING SEMESTER UNITS
CHE 115 Mat./Energy Bal. JR 3 CHE 151 Thermodynamics 4
CHE 190 Intro. To Transport 3 CE 170 Prin. Envir. Engr. 100W 3
MATE 25 Intro. To Materials 3 CE 176 Biol. Proc. 3
ENVS 170 Intro. To EH&S 3 CHE/CE 174 Hazardous 3
Materials
ENGR 100W Engr. Reports WST 3 UD GE WST 3
CE 192 Prob. Model JR 2
SEMESTER TOTAL 17 SEMSTER TOTAL 16
SUMMER INTERNSHIP
ENGR 197 or CHE 180 3
FOURTH YEAR
FALL SEMESTER UNITS SPRING SEMESTER UNITS
ENVS 124 Intro. Envir. Law100W 3 CHE 177 Air Poll. Comb 3
ISE 112 Engr. Occup. Health JR 3 ISE 114 Safety Engr. 3
BIOL 137 Intro. Prin. Toxoc. 3 UD GE WST 3
CHE 161 Ethics/ Safety 100W 1 CE 134 Project Management JR 3
MATE 198A Senior Project 100W,SR 2 MATE 198B Senior Project100W,SR 2
UD TECH ELEC M 3 UD TECH ELEC M 3
SEMESTER TOTAL 15 SEMSTER TOTAL 17
TOTAL UNITS FOR PROGRAM BY YEAR: NOTES: SUPERSCRIPTS MEANING
FIRST YEAR 34 P MUST TAKE PLACEMENT EXAM TO ENTER COURSE
SECOND YEAR 32 WST MUST PASS Writing Skills TesT TO ENTER
COURSE
THIRD YEAR 33 100W MUST PASS ENGR 100W PRIOR TO COURSE
SUMMER INTERNSHIP 3 M MUST HAVE MAJOR FORM ON FILE TO TAKE
COURSE
FOUTH YEAR 32 JR MUST HAVE COMPLETED CHEM 1B, PHYS 71, ENGR
10 AND MATH 133A TO TAKE THIS COURSE
TOTAL FOR PROGRAM 134 SR MUST HAVE COMPLETED CHE 115, 190, 151; CE 170
AND 176 WITH A “C” AVERAGE TO TAKE COURSE
Diaz & Jennings EH&S Program Page 23 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 4 OF 12
TYPICAL 5 YEAR PROGRAM FOR B.S. IN ENGINEERING ENVIRONMENTAL HEALTH & SAFETY
FALL SEMESTER UNITS SPRING SEMESTER UNITS
P
YEAR 1 MATH 30 CALCULUS I 3 MATH 31 CALCULUS II 4
CHEM 1A GEN. CHEM 5 CHEM 1B GEN. CHEM 5
P P
ENGL 1A COMPOSITION 3 PHYS 70 GEN. PHYSICS. 4
ENGR 10 PROC. & ANALYSIS 3
SEMESTER TOTAL 14 SEMESTER TOTAL 13
YEAR 2 MATH 32 CALCULUS III 3 MATH 133A ORD. DIF. EQN. 3
CHEM 8 ORGANIC CHEM 3 CE 99 STATICS 2
PHYS 71 GEN. PHYSICS. 4 CHEM 9 ORGANIC CHEM LAB 1
ENGL 1B COMPOSITION 3 GE (HUM. UNDERST. & DEVELOP.) 3
HUMAN PERFOMANCE 1 WRITING SKILLS TEST 0
SEMESTER TOTAL 14 SEMESTER TOTAL 9
YEAR 3 AMS 1A 6 AMS 1B 6
HUMAN PERFORMANCE 1 GE (ORAL COMMUNICATION) 3
WST
UPPER DIVISON G.E. 3 ENGR 100W ENGR. REPORTSWST 3
WST
MATE 25 INTRO TO MATERIALS 3 UPPER DIVISION GE 3
SEMESTER TOTAL 13 SEMESTER TOTAL 15
YEAR 4 CHE 115 MATERIAL/ENERGY BAL.JR JR 3 CHE 151 PROC. THERMODYNAMICS 4
JR 100W
CHE 190 INTRO TO TRANSPORT 3 CE 170 PRIN. OF ENVIR. ENGR 3
UPPER DIVISION GEWST 3 ENVS 124 ENVIRONMENTAL LAW 100W 3
ENVS 170 INTRO TO EH&S 3 CE 176 BIOL. PROC. 3
CHE 161 SAFETY & ETHICS100W 1 CE 192 PROB. MODELS 2
SEMESTER TOTAL 13 SEMESTER TOTAL 15
JR
YEAR 5 ISE 112 OCCUPATIONAL HEALTH 3 CHE 177 AIR POLLUTION AND COMB. 3
MATE 198A SENIOR DESIGN100W, SR 2 MATE 198B SENIOR DESIGN100W, SR 2
JR
BIOL 137 TOXICOLOGY 3 CE 134 PROJECT MANAGEMENT 3
TECHNICAL ELECTIVEM 3 ISE 114 SAFETY ENGINEERING 3
TECHNICAL ELECTIVEM 3
SEMESTER TOTAL 11 SEMESTER TOTAL 14
CHE 180 INTERNSHIP REQUIRED DURING SUMMER AFTER YEAR 3 OR YEAR 4 3 UNITS
TOTAL UNITS FOR THE DEGREE = 134
NOTES: SUPERSCRIPTS MEANING
P MUST TAKE A PLACEMENT EXAM TO ENTER THIS COURSE
Diaz & Jennings EH&S Program Page 24 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
WST MUST PASS THE Writing Skills Test TO ENTER THIS COURSE
100W MUST PASS ENGR 100W PRIOR TO STARTING THIS COURSE
M MUST HAVE MAJOR FORM ON FILE TO TAKE TECHNICAL ELECTIVES
JR MUST HAVE COMPLETED CHEM 1B, PHYS 71, ENGR 10 AND MATH 133A TO TAKE THIS COURSE
SR MUST HAVE COMPLETED CHE 115, 190, 151; CE 170 AND 176 WITH A “C” AVERAGE TO TAKE THESE COURSES
Diaz & Jennings EH&S Program Page 25 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 5 OF 12
The following represents descriptions of courses for the Major. Please refer to the on-line catalogue at
http://info.sjsu.edu/home/catalog.html, for the most current listings.
COURSES IN SUPPORT OF THE MAJOR
CHEM 001A. General Chemistry. Basic principles: Atomic structure, chemical bonding,
oxidation-reduction, solutions and organic chemistry. Lab emphasizes descriptive chemistry and includes a
systematic study of qualitative inorganic analysis. (Prerequisite High school chemistry or Chem 10; two years of
high school algebra, Math 6D or Math 6L. Lecture 3 hours/lab 6 hours. Lab fee required. 5 Units). (Note: CHEM
11A is an alternative for CHEM 1A).
CHEM 001B. General Chemistry. Emphasis on chemical calculations, gases, colligative properties, kinetics,
equilibria, thermodynamics and electrochemistry. Lab includes quantitative analysis. (Prequisite Chem 1A (with a
grade of "C" or better; "C-" not accepted). Lecture 3 hours/lab 6 hours. Lab fee required. 5 Units)
MATH 030. Calculus I. Introduction to calculus including limits, continuity, differentiation, applications and
introduction to integration. Graphical, algebraic and numerical methods of solving problems. Graphing
calculators or computers used. (Prerequisite Satisfactory score on the calculus placement exam (see calculus
placement exam information); satisfaction of ELM requirement. Lecture 3 hours. 3 Units) Note - MATH
030P is an alternate for MATH 30.
MATH 031. Calculus II. Definite and indefinite integration with applications. Sequences and series. Graphical,
algebraic and numerical methods of solving problems. Graphing calculators or computers used. (Prerequisite
Math 30 or Math 30P (with a grade of "C-" or better). Lecture 4 hours. 4 Units)
MATH 032. Calculus III. Functions of more than one variable, partial derivatives, multiple integrals and vector
calculus. Graphical, algebraic and numerical methods of solving problems. Graphing calculators or computers
used. (Prerequisite Math 31 (with a grade of "C-" or better). Lecture 3 hours. 3 Units)
MATH 133A. Ordinary Differential Equations. First order equations, higher order linear equations,
applications, Laplace transforms, series solutions. Additional topics. ( Prerequisite Math 32 (with a grade of "C-"
or better) or instructor consent. Lecture 3 hours. 3 Units)
PHYS 070. Mechanics. Newtonian dynamics; conservation laws for energy, momentum and angular
momentum; oscillations and waves; kinetic theory and thermodynamics. Course is designed for students well
prepared in Physics. (Prerequisite High school Physics with grade of B or better; Physics Placement Exam;
Math 30 or Math 30P with a grade of "C-" or better. Lecture 3 hours/lab 3 hours. 4 Units)
PHYS 071. Electricity and Magnetism. Electric charge and current, electric and magnetic fields, basic dc and
ac circuits, electromagnetic waves. (Prerequisite Phys 70 and Math 30 or Math 30P both with grades of "C-" or
better. Lecture 3 hours/lab 3 hours. 4 Units)
Note - The PHYS 50/ PHYS 51/PHYS 52 series is an alternate to the PHYS70/PHYS71 series.
Diaz & Jennings EH&S Program Page 26 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 6 OF 12
LOWER DIVISION COURSES FOR THE MAJOR
MatE 25 Introduction to Materials. Atomic and crystal structures; imperfections and atom movement; phase
equilibria and transformation boundaries, heat treatment of metals; mechanical, physical, and chemical
properties of engineering materials. (Prerequisite: Chem 11A, Phys 70, Math 31, or equiv. Lecture 2 hrs/lab 3
hrs. 3 units)
ENGR 10. Engineering Processes & Analysis. Introduction to engineering processes for problem solving. The
proper use of engineering tools including computers, statistics, and simulation. Engineering requirements,
analysis, design, implementation, and testing. (Prerequisite: Eligibility for Math 19 or Calculus, Lecture 1
hour/lab 3 hours.).
CE 99 Statics. Study of bodies in equilibrium. Applications to particles, two-dimensional and three-dimensional
structural systems. Topics include free body diagrams, centroids, shear and moment diagrams, distributed
loads, moments of inertia, and friction. (Prerequisite: Math 31 and Phys 70. Engr 10 recommended. 2 units)
UPPER DIVISION COURSES FOR THE MAJOR
Biol 137 Introduction to Principles of Toxicology. Emphasis on basic principles of toxicology. Toxicity of
several classes of compounds covered in depth. Focus on basic chemical principles and appropriate application.
(Prerequisite: Biol 3 (with grade of "C" or better) and organic chemistry. 3 Units)
ChE 115 Industrial Chemical Calculations. Methods of formulation and solution of material and energy
balances as applied to chemical processes. (Prerequisite: Chem 1B, Phys 71; Math 133A, Engr 10; instructor
consent. Lecture 2 hours/calculation period 3 hours. 3 Units)
ChE 151 Process Engineering Thermodynamics. Analysis of the ideal and real behavior of gases, liquids and
solids from a macroscopic viewpoint; 1st and 2nd Law; phase rule, volumetric properties of fluids; heat effects;
solution theory and applications; vapor-liquid and solid-solid equilibrium; chemical reaction equilibria.
(Prerequisite: ChE 115 or MatE 115; Chem 161A, Math 133A, instructor consent. Lecture 3 hours/calculation
period 3 hours. 4 Units)
ChE 161 Laboratory Safety and Ethics. Topics include principles of laboratory safety, risk assessment and
engineering ethics, using case studies. Assignments include written and oral presentations. (Prerequisite: Engr
100W. Corequisite: ChE 161L and ChE 160B for ChE majors. Lecture 1 hour. 1 Unit)
ChE 174 Hazardous Materials. Review of current methods and procedures for management of hazardous
materials and hazardous wastes; analysis of contaminated systems and remedial actions. (Prerequisite: Phys 71
and Chem 1A or instructor consent. 3 Units.)
ChE 177 Combustion and Air Pollution Sources. Introduction to air pollution sources and control; generation
of pollutants in combustion systems, including the internal combustion engine; engineering applications of
reduction and control techniques for particulate and gaseous pollutants. (Prerequisite: Chem 1A; Math 133A or
instructor consent. 3 Units)
Diaz & Jennings EH&S Program Page 27 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 7 OF 12
ChE 190 Introduction to Transport Phenomena. Introduction to thermodynamics, fluid mechanics and heat
transfer. Basic thermodynamics with first and second laws. Laminar and turbulent flow of incompressible fluids.
Boundary layer analysis. Convection and steady state and transient conduction. (Prerequisite: Math 133A, CE
99, Phys 71. Lecture 2 hours/lab 3 hours. 3 Units)
CE 134 Project Management for Construction. Methods of planning and controlling construction including the
participants, processes and techniques required to maintain the life cycle of a construction project. Planning
construction operations, estimating, analyzing the bid process, jobsite operations and functions, safety, quality
and scheduling. (Prerequisite: Junior standing in engineering. 3 Units)
CE 170 Principles of Environmental Engineering. Environmental engineering problems: air and water
pollution, hazardous materials, solid wastes. Natural and engineered systems for water and wastewater
treatment. Design of water and sewage systems. (Prerequisite: ME 111 or equivalent, Chem 11A or Chem 1B.
Corequisite: Engr 100W, CE 150 (for Civil Engineering majors only). Lecture 2 hours; lab/design 3 hours. 3
Units)
CE 176 Biological Processes in Environmental Pollution Control. Theory, analysis and engineering design
of biological systems in environmental pollution control. Topics include mechanism of biological destruction of
pollutants, aerobic and anaerobic processes, nutrient removals and others. (Prerequisite: CE 170 or instructor
consent. Lecture 2 hours/design period 3 hours. 3 Units)
CE 192 Probabilistic Models for Civil Engineering Decisions. Elementary concepts of probability theory,
statistics and decision theory. Applications to modeling and decision-making. (Prerequisite: Junior standing in
engineering. Lecture 1 hr/lab 3 hours. 2 Units)
Engr 100W Engineering Reports. Design, preparation and presentation of technical reports. Principles,
techniques and practice in oral and written communications. Writing workshops and emphasis on
documentation, proposals, and interdepartmental memos. (Prerequisite: Engl 1A and 1B with a grade of "C" or
better or equiv. and junior standing. Pass SJSU writing skills test. A,B,C, NC grading. 3 units)
EnvS 124 Introduction to Environmental Law. Development, interpretation, application and enforcement of
environmental laws, regulations and legal policies by legislatures, courts, administrative agencies and citizens.
Examination of air and water quality, hazardous materials, workplace, land use and wetlands regulation,
international, ethical and efficacy issues. (Prerequisite: EnvS 1 and Engr 100W. 3 Units)
EnvS 170 Introduction to Environmental Health and Safety. An overview of environmental health and safety
issues that affect industry and government, including regulatory framework and basic technical elements; course
covers historical and legislative background, risk management and training required in the field. (Prerequisite:
Engr 100W. 3 Units)
ISE 112 Occupational Health Engineering. Legislative framework and historical perspective of work-related
injuries and diseases: prevention assessments, legal and regulatory issues surrounding solutions to occupational
health problems, principles of industrial hygiene and program management. (Prerequisite: Junior standing in
engineering or instructor consent. 3 Units)
ISE 114 Safety Engineering. Hazards, accident prevention and engineering approaches to the design of
equipment, facilities and processes. Provides familiarity with system safety, system evaluation and evaluation of
alternative countermeasures. Latest safety regulations and agencies responsible for their enforcement.
(Prerequisite: ISE 130. 3 Units)
Diaz & Jennings EH&S Program Page 28 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 8 OF 12
MatE 198A-B Senior Research Project. Investigation and report on approved MatE project, in two consecutive
semesters under instructor supervision. (Prerequisite: MatE 115, MatE 141 and MatE 151 (with minimum grade
of "C"). Corequisite: MatE 154. Lab/presentation 9 hours. Year course. Can begin sequence spring or fall
semester. Lab fee required. Units 2 each)
GENERAL EDUCATION - - - SCHOOL OF ENGINEERING
Freshmen starting in 1997 or later
Eighteen (18) units taken in the School of Engineering and the School of Science satisfy some of the General
Education requirements. A summary of the requirements for new and transfer students are shown on the next
page. There are three paths which may be followed by students who start in first time Freshman status at SJSU;
Humanities Honors (by invitation), American Studies and Extended Electives (third column and requiring 3
additional units). The typical 4 and 5 year EH&S programs shown in the preceding pages are based on students
taking the American Studies Program and is recommended for first time Freshman students who have not be
accepted into Humanities Honors.
Transfer students will follow the Extended Electives (shown in the third column) if they have taken the majority of
their General Education at another institution. Transfer students who have completed their lower division General
Education courses at a California Community College, will have an LDGEC (Lower Division General Education
Certification) on their transcript from the CC. Transfer students should request a General Education Evaluation
from Admissions and Records to confirm they will receive complete credit for courses taken at other institutions
and to allow accurate advising for remaining General Education courses.
TRANSFERRED COURSES IN THE MAJOR
Courses transferred to meet requirements in the major will normally need to be reviewed by the department
offering the equivalent course at SJSU, before they are accepted for the degree. Please see your major
academic advisor if you have courses in this category, to determine which will need Review for Equivalency and
to determine the procedure to request an equivalency check.
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P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 9 OF 12
STANDARD GENERAL EDUCATION PROGRAMS FOR ENGINEERING STUDENTS
COURSES FOR NEW FRESHMAN OR ANY STUDENT WHO HAS NOT ACCUMULATED A LARGE NUMBER OF GE CREDIT EXTENDED ELECTIVES
UNITS FROM A COMMUNITY COLLEGE OR ANOTHER INSTITUTION COURSES FOR TRANSFER STUDENTS WHO DO NOT HAVE
A LOWER DIVISION GE CREDENTIAL FROM A
COMMUNITY COLLEGE
HUMANITIES HONORS PROGRAM AMERICAN STUDIES PROGRAM
(LIMITED ACCEPTANCE) (OPEN TO ALL STUDENTS)
COURSE AND GE CATEGORY COURSE UNITS COURSE AND GE CATEGORY COURSE UNITS COURSE AND GE CATEGORY COURSE UNITS
NUMBER NUMBER NUMBER
BACKGROUND OF WESTERN
HUM 1A 6 ORAL COMMUNICATION (A1) 3 ORAL COMMUNICATION (A1) 3
CULTURE (Areas A, C, D & F)
BACKGROUND OF WESTERN
HUM 1B 6 COMPOSITION (A2) ENGL 1A 3 COMPOSITION (A2) ENGL 1A 3
CULTURE (Areas A, C, D & F)
MODERN CULTURE & SOCIAL
HUM 2A 6 HUMAN UNDERSTANDING & 3 HUMAN UNDERSTANDING & 3
INSTITUTIONS (Areas A, C, D & F)
DEVELOPMENT (H) DEVELOPMENT (E)
MODERN CULTURE & SOCIAL
HUM 2B 6 AMERICAN CIVILIZATION AMS 1A 6 HUMANITIES & ARTS (C1,C2) 6
INSTITUTIONS (Areas A, C, D & F)
(C1,C2,D2,D3,F1-2-3)
AMERICAN CIVILIZATION AMS 1B 6 COMPOSITION (C3) ENGL 1B 3
(C1,C2,D2,D3,F1-2-3)
COMPOSITION (C3) ENGL 1B 3 SOCIAL SCIENCE (A3, Areas D & F) 9
LOWER DIVISION TOTAL 24.00 LOWER DIVISION TOTAL 24 LOWER DIVISION TOTAL 27
UPPER DIVISION GE (MUST 6 UPPER DIVISION GE (MUST 6 UPPER DIVISION GE (MUST 6
FULFILL BOTH AREAS S AND V) FULFILL BOTH AREAS S AND V) FULFILL BOTH AREAS S AND V)
ENGINEERING REPORTS ENGR 3 ENGINEERING REPORTS ENGR 3 ENGINEERING REPORTS ENGR 3
100W 100W 100W
GRAND TOTAL 33 GRAND TOTAL 33 GRAND TOTAL 36
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P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 10 OF 12
EMPHASES IN Environmental Health and Safety Engineering
EHS students may concentrate their 6 units of upper division technical electives in one area of interest to
develop an emphasis in that area. These courses typically come from CHE, CE, ISE, CHEM, and BIOL. The
following lists of courses are those that are available in five primary emphases areas: Environmental, Health,
Safety, Management and Chemistry. The 6 units of electives must include at least 3 units of engineering design.
This requirement may be fulfilled by combining several courses which each provide 2 design units or by
completing ChE 180 design projects for up to 3 units. Other programs may also be developed in consultation
with the EHS Engineering advisor.
Environmental
ChE 158 Kinetics and Reactor Design 3 units
CE 175 Physical/Chemical Processes in Environmental Pollution Control
Biol 110 Biodiversity and Biopolitics 3 units
Biol 172 Ecology of Inland and Estuarine Waters 4 units
EnvS 125 Advanced Environmental Law 3 units
EnvS 185 Environmental Impact Analysis 3 units
Metr 131 Air Pollution Meteorology 3 units
Health
HS 102 Health Team Building 3 units
HS 265 Environmental Health 3 units
ISE 210 Human Factors/Ergonomics 3 units
Safety
Chem 120S Chemical Safety 1 unit
Chem 121S Radiation Safety 1 unit
Management
ISE 151 Managing Engineering 3 units
HS 102 Health Team Building 3 units
Chemistry
Chem 55 Quantitative Analysis 4 units
Chem 112A and 112B Organic Chem 3 units each (instead of Chem 8)
Chem 113A Organic Chem Lab 2 units (instead of Chem 9)
Chem 135 Biochemistry
Other courses in science or engineering, subject to advisor approval.
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P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 11 OF 12
MAJOR FORM CHECKLIST – Engineering EH&S (Revised March 2001)
NAME:__________________________________ SSN:__________________________
SJSU COURSES IN SUPPORT OF EQUIVALENT COURSES AND
MAJOR UNITS SCHOOL SEM GRADE
P
MATH 30 CALCULUS I 3
MATH 31 CALCULUS II 3
MATH 32 CALCULUS III 4
MATH 133A DIFFERENTIAL EQUATIONS 3
PHYS 70 GEN PHYSICS P 4
PHYS 71 GEN PHYSICS 4
CHEM 1A GEN CHEMISTRY P 5
CHEM 1B GEN CHEMISTRY 5
SJSU COURSES FOR THE MAJOR UNITS EQUIVALENT
ENGR 10 ENGR. PROCESSES & ANALYSIS 3 COURSES AND SCHOOL
CHEM 8 3
CHEM 9 1
MAT.E. 25 INTRO TO MATERIALS 3
C.E. 99 STATICS 2
WST
ENGR 100W ENGR. REPORTS 3
JR
CHE 115 MATERIAL/ENERGY BALANCES 3
CHE 190 INTRO TO TRANSPORT 3
UPPER DIVISION GE WST 3
100W
CHE 161 SAFETY & ETHICS 1
CHE 174 HAZARDOUS WASTE MANAGEMENT 3
CHE 177 AIR POLLUTION AND COMBUSTION 3
CHE/MATE 151 PROC. THERMO. 4
JR
ISE 112 OCCUPATIONAL HEALTH 3
ISE 114 SAFETY ENGINEERING 3
100W
CE 170 PRINCIPLES OF ENVIRONMENTAL ENGR. 3
100W, SR
MATE 198A SENIOR DESIGN 2
JR
CE 134 PROJECT MANAGEMENT 3
CE 192 PROB. MODEL. 2
CE 176 BIOL. PROCESSES 3
WST
UPPER DIVISION GE 3
M
TECHNICAL ELECTIVE 3
BIOL 137 TOXICOLOGY 3
100W, SR
MATE 198B SENIOR DESIGN 2
ENVS 17O INTRO EH&S 3
100W
ENVS 124 ENVIONMENTAL LAW 3
TECHNICAL ELECTIVE M 3
Diaz & Jennings EH&S Program Page 32 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
UPPER DIVISION GE WST 3
Diaz & Jennings EH&S Program Page 33 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX D – STUDENT ADVISING BROCHURE PAGE 12 OF 12
GENERAL EDUCATION CHECKLIST
Name:
SSN:
LOWER DIVSION CORE
COURSE UNITS SEM GRADE COURSE UNITS SEM GRADE
HUMANITIES HONORS EXTENDED ELECTIVES
Humanities 1A 6 English 1A 3
Humanities 1B 6 English 1B 3
Humanities 2A 6 Human Und. & Dev. (E) 3
Humanities 2B 6 Oral Communications 3
AMERICAN STUDIES Art (C1) 3
American Studies 1A 6 Comparative Systems
(D2) 3
American Studies 1B 6
English 1A 3 Human Behavior (D1) 3
English 1B 3 Letters (C2) 3
Human Und. & Dev. 3 Social Issues (D3) 3
Oral Communication 3 UPPER DIVISION
ENGR 100W 3
Upper Division GE 3
Upper Division GE 3
Diaz & Jennings EH&S Program Page 34 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX E – STUDENT RECRUITMENT SURVEY PAGE 1 OF 2
Engineering Major Choice Survey
Student Name
Adviser Name Date
Student Information: M/F #Units per Semester (average)
Major ChE MatE ProE EH&S Undecided
#semesters until graduation # semesters already at SJSU
1. Did you enter SJSU as a freshman, transfer in, or enroll for a second B.S.?
(1) Came as freshman (from which (4) Came in mid-career for second
high school?) B.S.
(2) Transfer Student (from which (5) Other (Please clarify)
CC?)
(3) Came for second B.S. within four
years of College graduation
2. Why did you enter the Engineering Program?
(1) Interest in Engineering (4) Career Change
(2) Family influence/desire (5) Financial rewards
(3) Upward mobility at work (6) Other (Please explain)
3. How did you learn about engineering (in general) as a profession?
(1) Open house at a University (6) High School teacher/counselors
(2) Engineer in the family (7) Community College professor or
counselors
(3) Friend who is engineer (8) Science/engineering project or fair
(4) Career day enrichment program (9) Interest/exposure to engineering
project such as road/bridge construction
or computer systems
(5) World Wide Web (10) Other (Please Explain)
4. How did you learn about SJSU’s Engineering Program?
(1) Open House at SJSU (5) High School teachers/counselors
(2) High School Career day (6) Comm.Coll. professor/counselor
(3) SJSU Engineering Alum (7) Worldwide Web
(4) SJSU non-engineering alum (8) Discover Engineering Camp
(9) Other (Please Explain)
Diaz & Jennings EH&S Program Page 35 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX E – STUDENT RECRUITMENT SURVEY PAGE 2 OF 2
5. Did you participate in any of the following engineering enrichment programs at SJSU while you were in
middle or high school?
(1) No (4) Summer Bridge
(2) Expanding Your Horizons (EYH) (5) Discover Engineering Camp
(3) Math/Engineering Science (6) Other (Please Explain)
Achievement (MESA)
6. How did you become aware of your major engineering program as a
career choice?
(1) Open house at SJSU (7) Discover Engineering Camp
(2) Engineer in the family or friend (8) Community College professor or
counselors
(3) Internet or Website (9) Science/engineering project or fair
(4) Through a Professional Society (10) Other (Please Explain)
Brochure or Flyer
(5) High School teacher/counselors
(6) Engineering 10 class
7. Would you direct a friend, high school senior, fellow employee or your child to the program?
(1) Yes, with no qualifications
(2) Yes, with qualifications, as follows: _________________________________________
______________________________________________________________________
(3) No, because: ___________________________________________________________
8. What has been your most successful learning experience at SJSU?
________________________________________________________________________
9. What has been your most successful engineering achievement (in school or in job)?
________________________________________________________________________
10. What has been your most successful non-engineering achievement?
________________________________________________________________________
11. What has been your most significant frustration as a student at the University? Or in the
program?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Diaz & Jennings EH&S Program Page 36 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX F – TYPICAL FORM TO SURVEY STUDENTS IN EH&S COURSES
Environmental Health & Safety Engineering Course Assessment
This survey is being used to assess the value of courses to the implementation of the EH&S program at SJSU.
Your participation is appreciated.
DATE: COURSE NUMBER: CHE/CE/GEOL 174
Please note your major:
Civil Engineering Chemical Engineering
EH&S Engineering Environmental Studies
Geology Industrial & Systems Eng
Other Major/Minor (please list)
Please check which of the following courses you completed prior to starting this course:
BIOL 137 CHEM 1B CHEM 8 CHEM 112A
CHEM 112B MATH 32 MATH 133A PHYS 71 or 52
CE 134 CE 170 CE 176 CHE 115
CHE 190 CHE 151 ENVS 124 ENVS 170
ISE 112 ISE 114 GEOL 138 CE 150
Course Content - Please note the relative importance of each of the following course topics and your knowledge
of them based on the course:
IMPORTANCE
TO
PROFESSOINAL COURSE IMPACT
PREPARATION
LIMITED IMPORTANCE
SLIGHTLY DISAGREE
STRONGLY AGREE
SLIGHTLY AGREE
NOT APPLICABLE
VERY IMPORTANT
NOT IMPORTANT
STRONGLY
DISAGREE
DISAGREE
COURSE CONTENT OR COMPETENCY
AGREE
IMPORTANT
Comprehension of standard classifications for
Hazardous Materials and Wastes
Knowledge of current Hazardous Materials and
Waste regulations.
Knowledge of methods used for Hazardous
Materials Risk Assessment
Knowledge of Hazardous Materials treatment
technologies
Diaz & Jennings EH&S Program Page 37 of 37
P116B981262 YEAR 3 PROGRESS REPORT August 2001
APPENDIX F – TYPICAL FORM TO SURVEY STUDENTS IN EH&S COURSES
IMPORTANCE
TO
PROFESSOINAL COURSE IMPACT
PREPARATION
LIMITED IMPORTANCE
SLIGHTLY DISAGREE
STRONGLY AGREE
SLIGHTLY AGREE
NOT APPLICABLE
VERY IMPORTANT
NOT IMPORTANT
STRONGLY
DISAGREE
DISAGREE
COURSE CONTENT OR COMPETENCY
AGREE
IMPORTANT
Knowledge of remediation and reclamation
technologies for contaminated surface water
systems.
Analysis of systems to determine the potential for
waste reduction and minimization.
Presentation of results of hazardous materials
analysis information at a professional level
Have a knowledge of types of groundwater
contamination
Application of physical and chemical principals for
groundwater to model contamination
Analysis of methods for subsurface transport of
contaminants in groundwater systems
Design of conceptual systems to evaluate,
remediate or control contaminated groundwater
systems.
Presentation of results for analysis of
contaminated groundwater systems at a
professional level.
Develop knowledge of types of air pollution
Analyze industrial systems to determine
appropriate methods to control releases.
Evaluate the economic impact of control of
hazardous materials in the workplace.
Evaluate the environmental basis for installation of
a new or revised industrial system.
Presentation of results for analysis of
environmental impacts for industrial installations at
a professional level