Welcome to Department of Environmental Engineering
Overview of Bachelor of Science in Environmental Engineering
1. Introduction
Addis Ababa Science and Technology University (hereafter AASTU), is one of the new public universities of the country established to play as a forefront changing actor in the science and technology transformation of the country through creating strong linkage with industries. As it was stated in the Five-Year Growth and Transformation Plan (2010 – 2015 G.C), the establishment of well institutionalized and strong science and technology universities and institutes of technology will serve as a cornerstone to build an economically developed and industrialized state of Ethiopia in a sustainable manner. As a result, AASTU was founded in 2011 under the Directive of the Council of Ministers No. 216/2011 as well as amended by regulation numbers 314/2014 by admitting the first batch (2000 students) in November 2011 and become one of the two science and technology universities in the country.
In line with the given strategic direction of Ethiopian development, Addis Ababa Science and Technology University has a mission to be a problem solver of the industry through research, community service and delivering world-class education. To meet this mission, the university has given special attention to strengthen the academic sector by working towards accreditation of all undergraduate programs.
Since its establishment, Addis Ababa Science and Technology University has been following nationally harmonized undergraduate programs curriculum. Besides to the national harmonized curriculums, common courses which account a total of 40 credit hours as a national requirement, put in place by Ministry of Science and Higher Education, started implemented to the development of fundamental changes to the Ethiopian educational system to mainly influence students’ attitude. These curriculums and its graduates are recognized throughout the country, but lacks international recognitions due to lack of accreditation by renowned international accreditation bodies. Hence, to make its graduate competent and internationally accepted, AASTU is perusing to change its entire under graduate program curriculums by considering knowledge, skill and attitudinal changes of the students as the main building blocks of the curriculums and continuous quality improvements (CQI) as a means to sustain quality, which aims international accreditation of its programs and graduates.
As a result of the above reasons, the university planned to revise the entire undergraduate program curriculum from continuous quality improvement and international accreditation point of views as the goal of international accreditation is to ensure the education provided by higher education to an acceptable level of quality. Therefore, this curriculum, leading to Bachelor of Science degree in Environmental Engineering at AASTU is developed based on the requirements of the National and Washington accord.
1.1 Vision and Mission of the University
Vision:
- To be internationally recognized Ethiopian Hub of science and technology with a strong national commitment and significant continental impact by 2030.
Mission:
- Delivering world-class education and training in strategically priority science and technology disciplines based on national economic demand,
- Conducting problem-solving applied researches to support the productivity and competitiveness of industries,
- Serving as a center for knowledge and technological adaptation, innovation and transfer,
- Building the technical and managerial capabilities of industries,
- Building a national hub of science and technology
1.2 Background of the Program
Environmental Engineering education leading to B.Sc. degree at Addis Ababa Science and Technology University (AASTU) was launched in 2011/12 under the then ‘School of Energy Resource and Environmental Engineering’ which was one of the eleven schools launched by AASTU while it was established. Then after, environmental engineering department was grouped under college of biological and chemical engineering as part of the first organizational restructuring AASTU in 2016. AASTU was the first university in Ethiopia to develop and launch pure environmental engineering program at bachelor level to fulfill the growing demands of industries, public institutions and universities for graduates. Considering the importance of environmental issues of these days as a priority area, the department also launched M.Sc. and PhD programs in 2013 and 2017, respectively. Since, its establishment, a total of 204 students is graduated from the department from which 131 (95 male and 36 female) are BSc level and 73 (61 male and 12 female) are MSc level graduates.
Since the inception of the program, the department has strived to provide excellent environmental engineering education that produces competent and creative engineers to meet the challenges of environmental sustainability in this competitive age of globalization; researchers that advances the state of knowledge in the environmental engineering profession; and experts that serves the public and industries. For this reason, the program has been launched for developing well-trained and educated environmental engineers capable of designing, planning, operating, managing and maintaining public utilities, serving the demands of industries and promoting a benign ecological environment to safeguard its valuable resources of water, air and soil, and health.
This curriculum is equipped with most demanding and influential topics that can attract students in the environmental engineering discipline and able to enhance the knowledge, skill and attitude of the graduates. The curriculum is concerned not only about environmental pollution control and technological remediation methods, but also about impact of remediation processes on stakeholders of the environment. As such, it aims to combine scientific and technical knowledge with environmental resources management skills to design, plan, manage, maintain, analyze and operate system by involving manpower, money, material, equipment, energy, information and all other related resources.
The most distinct feature of the program is its diverse elective areas such as air and water pollutions, water and wastewater treatment, air, water and soil pollution control, solid and hazardous waste management, biological and chemical issues on environmental remediation process with water resources management and sustainable utilization of energy. The department is also very much concerned about environmental pollution control and remediation technologies. The Environmental Engineering program is, thus, structured to provide the necessary background in mathematics, basic sciences and engineering skills followed by environmental engineering specific courses with the intent of preparing graduates to tackle for the 21st century environment and economic development challenges.
1.3 Rationale of the Program
The need to foster food production from the country’s arable lands and the inevitability of the use of agricultural inputs, such as fertilizers, pesticides and other agrochemicals is posing new problems to the environment. Thus, increasing population, growing industrial sector with uncontrolled waste and unsustainable agricultural practices are considered as major threat to the environment of Ethiopia. To ensure good environmental quality and standard of living, improved scientific and technical understanding of environmental issues and well-thought-out environmental policies in designing, planning and implementing projects required at the national and regional levels for sustainable economic development. Professionals well-versed in the latest environmental technology and management concepts are thus in great demand, to address complex environmental challenges in air, water and soil quality, energy and resource utilization, waste management and impacts of development and industrialization. It is believed that interdisciplinary knowledge and approach are essential to balance the environmental quality required for healthy living with the increasing population, industrial growth, booming construction and agricultural practices required for economic prosperity. Therefore, producing skilled man power that can design and plan the development without compromising the needs of the future generation is a burning issue in the world in general and our country in particular and hence, environmental engineers are keys for this mission.
2 STRUCTURE OF THE PROGRAM
2.1 Mission of the University
Mission:
M-1 Delivering world-class education and training in strategically priority science and technology disciplines based on national economic demand,
M-2 Conducting problem-solving applied researches to support the productivity and competitiveness of industries,
M-3 Serving as a center for knowledge and technological adaptation, innovation and transfer,
M-4 Building technical and managerial capabilities of industries, and
M-5 Becoming a national hub of science and technology
2.2 Program Education Objective (PEO)
The program educational objectives describe accomplishments of environmental engineering program graduates are expected to attain within five years after graduation. Graduates are expected to apply their expertise to contemporary environmental problem solving, be engaged professionally, have continued to learn and adapt, and contributed to their organizations through leadership and teamwork. More specifically, the objectives are expertise, engagement, learning, leadership and teamwork as listed in Table 2.1.
Table 2.1: Program Education Objectives (PEO).
PEO | Statement |
PEO-1 | Apply essential environmental engineering knowledge and skills in designing environmental friendly solution to environmental problems. |
PEO-2 | Develop entry level managerial and leadership skill to render their expertise in industries. |
PEO-3 | Create entrepreneurial business using their environmental engineering knowledge and skills. |
PEO-4 | Pursue further studies and conduct research in environmental engineering and related fields. |
2.3 Mapping of PEO and University Mission
Table 2.2: Mapping of PEO with University Mission
| M-1 | M-2 | M-3 | M-4 | M-5 |
PEO-1 | ü |
|
|
| ü |
PEO-2 |
|
|
| ü | ü |
PEO-3 |
|
| ü |
| ü |
PEO-4 |
| ü |
|
| ü |
2.4 Program Outcomes (PO)
Engineering programs are measured through their attainment of the Program Outcome (PO)/Program Learning Outcomes (PLO) of the program and its courses. These program outcomes are statements on what students shall know, understand, and perform upon completing their course and/or program of study. State the Program Outcomes of this environmental engineering Bachelor of Science degree program are stated below (Table 2.3).
PO | Statement |
PO-1 | Apply knowledge of mathematics, science, engineering fundamentals and an environmental engineering specialization to the solution of complex environmental engineering problems. |
PO-2 | Identify, formulate, research literature and analyze complex environmental engineering problems reaching substantiated conclusions using first principles of mathematics, natural sciences and engineering sciences. |
PO-3 | Design solutions for complex environmental engineering problems and design systems, components or processes that meet specified needs with appropriate consideration for public health and safety, cultural, societal, and environmental considerations. |
PO-4 | Conduct investigation into complex environmental problems using research-based knowledge and research methods including design of experiments, analysis and interpretation of data, and synthesis of information to provide valid conclusions. |
PO-5 | Create, select and apply appropriate techniques, resources and modern engineering and IT tools, including prediction and modeling, to complex engineering activities, with an understanding of the limitations. |
PO-6 | Apply reasoning informed by contextual knowledge to assess societal, health, safety, legal and cultural issues and the consequent responsibilities relevant to professional environmental engineering practice and solution to complex environmental engineering problems. |
PO-7 | Understand the impact of professional engineering solutions in societal and environmental contexts and demonstrate knowledge of and need for sustainable development. |
PO-8 | Apply ethical principles and commit to professional ethics and responsibilities and norms of engineering practice. |
PO-9 | Function effectively as an individual, and as a member or leader in diverse teams and in multi-disciplinary settings. |
PO-10 | Communicate effectively on complex engineering activities with the engineering community and with society at large, such as being able to comprehend and write effective reports and design documentation, make effective presentations, and give and receive clear instructions. |
PO-11 | Demonstrate knowledge and understanding of engineering management principles and economic decision-making and apply these to one’s own work, as a member and leader in a team, to manage projects and in multidisciplinary environments. |
PO-12 | Recognize the need for, and have the preparations and ability to engage in independent and life-long learning in the broadest context of technological change |
2.5 Mapping of PO and PEO
Table 2.4: Mapping of PO with PEO
| PEO-1 | PEO-2 | PEO-3 | PEO-4 |
PO-1 | ü |
|
|
|
PO-2 | ü |
|
|
|
PO-3 | ü |
|
|
|
PO-4 |
|
|
| ü |
PO-5 |
|
|
| ü |
PO-6 |
|
| ü |
|
PO-7 |
|
| ü |
|
PO-8 | ü |
|
|
|
PO-9 |
| ü |
|
|
PO-10 | ü |
|
|
|
PO-11 |
|
| ü |
|
PO-12 |
|
|
| ü |
2.6 Admission Requirements
2.6.1 Admission requirements for undergraduate regular program
The minimum admission requirements for the undergraduate regular program are guided by the countries higher education admission regulation and AASTU’s guideline stated in the Senate legislation July 2017, Article 78. Hence, admission to the undergraduate programs of AASTU shall be based on the completion of the 12th grade and obtaining the necessary pass marks in the Ethiopian Higher Education Entrance Examination (EHEE) or equivalent academic achievements from foreign countries. In addition, applicants should pass science and technology universities’ entrance examination to be set by the Ministry and/ or AASTU.
2.6.2 Admission requirements for undergraduate continuing education program
The minimum admission requirements for the undergraduate continuing education program are guided by the countries higher education admission regulation and AASTU’s guideline stated in the Senate legislation July 2017, Article 79. Hence, admission to the undergraduate programs of AASTU shall be based on the completion of the 12th grade and obtaining the necessary pass marks in the Ethiopian Higher Education Entrance Examination (EHEE), or level four in the TEVET program or equivalent academic achievements from foreign countries. In addition, applicants should pass science and technology universities’ entrance examination to be set by the Ministry and/ or AASTU.
2.7 Duration of Study
The duration of study for completing this Bachelor of Science degree program in Environmental Engineering will be fiveyears for regular and six years for continuing education programs as stated in the university senate legislation July 2017, Article 90.
2.8 Teaching and Learning Approach
Teaching and learning approach refer to the broad approaches to the learning and teaching activities. To this end, the teaching and learning methods for this environmental engineering undergraduate program is mainly student centered learning which includes problem based learning, mini projects, group work, lectures, tutorial sessions, supervised study, student presentations, seminars, work-based learning, practical and development oriented design projects, readings and discussion, case study, laboratory based learning, computer based learning, independent studies, internship, field work, project work, practical, Industrial visits, interactive “blended: E-learning”, lectures by industry professionals, classes and demonstrations or a combination of these.
2.9 Program Types
This environmental engineering undergraduate program is delivered in regular and continuing education program modes. The appropriateness and effectiveness of the program to meet program objectives and award expectations; and maximum length of the programs, which is up to five (5) years for regular program and six (6) years for continuing education program, will be guided by the university’s senate legislation July 2017 (sub-articles 90.1.1 to 90.1.3 of Article 90).
2.10 Assessment and Evaluation Mechanisms
Assessment and evaluation mechanisms refer to the range and variety of assessment methods. Combinations of various assessment such asoral examination, written examination, oral presentation, test, paper/essay, portfolio, report about an internship, report on fieldwork, continuous assessment, group or individual projects, summative assessment such as final exams, project, problem solving assignments, senior essays, interactive computer and simulation assignments and group presentations will be used during the implementation of this curriculum.
2.11 Grading system
Examinations are graded on letter grading system as stated in the university senate legislation July 2017, Article 92.The status description is based on the raw mark interval given in Table 2.5.
Raw Mark interval (100%) | Corresponding Letter Grade | Corresponding fixed number Grade | Status Description | Class Description |
[90,100] | A+ | 4.0 | Excellent | First Class with Great Distinction |
[85,90) | A | 4.0 | ||
[80,85) | A- | 3.75 | ||
[75,80) | B+ | 3.5 | Very Good | First Class with Distinction |
[70,75) | B | 3.0 | ||
[65,70) | B- | 2.75 | Good | First Class |
[60,65) | C+ | 2.5 | Second Class | |
[50,60) | C | 2.0 | Satisfactory | |
[45,50) | C- | 1.75 | Unsatisfactory |
Lower Class |
[40,45) | D | 1.0 | Very Poor | |
[0,40) | F | 0 | Fail | Lowest Class |
2.12 Graduation Requirements
Graduation requirement for environmental engineering undergraduate programs should satisfy the following minimum requirements as stated in the university’s senate legislation July 2017, Article 109.
- All the required courses/Courses and the minimum credit hours set in the program curriculum by the respective academic unit should be satisfied, except to phase in and phase out program.
- A cumulative grade point average CGPA of 2.00 must be obtained;
- A cumulative grade point average CGPA of 2.00 in major area courses;
- No” F” grade in any course/ Course taken for undergraduate program;
- Score pass mark for all courses which have Pass/Fail grade.
- Score pass mark of 50% for national exit exam
2.13 Degree Nomenclature
The name of the degree for environmental engineering undergraduate program is stated as follow:
“Bachelor of Science Degree in Environmental Engineering”
“የሳይንስባችለርዲግሪበአካባቢምህንድስና”
2.14 Course Coding
Each course will have a prefix; each prefix contains four letters without any space will be followed by four digits.
For example, in the code “EnEg1001”;
- The first digit (1) represents the year (level) in which the course is given,
- The second digit (0) indicates the course category number to which the course belongs,
- The last two digits (01) indicate the semester in which the course is given.
- All courses given in the first semester represent by odd number (01, 03, 05, 07
- All courses given in the second semester represent by even number (02, 04, 06, 08)
2.15 List of Courses and Category
2.15.1 Course Category
There are four course categories:
Category 0 = Common (National) Courses,
Category 1 = Core/Compulsory/supportive Courses,
Category 2 = Core Elective Courses
Table 2.6: Distribution of credit hours for all course categories
Category | Total Cr. hr | (%) | |
1 | Core Course ( major and supportive course) | 144 | 76.60 |
2 | Core Elective/focus area course | 6 | 3.19 |
3 | University requirement (Core) | 3 | 1.60 |
Core Course Total Cr. Hr | 153 | 81.38 | |
4 | National Requirement | 35 | 18.62 |
Total Cr. Hr | 188 | 100 |
2.15.2 List of Courses
0. Common Courses | ||
No. | Course Title | Credit-hour |
01 | General Physics | 3 |
02 | Communicative English Language Skill – I | 3 |
03 | General Psychology | 3 |
04 | Geography of Ethiopia and the Horn | 3 |
05 | Mathematics for Natural Science | 3 |
06 | Logic and Critical Thinking | 3 |
07 | Physical Fitness | (P/F) |
08 | Social Anthropology | 2 |
09 | Communicative English Language Skill-II | 3 |
10 | Inclusiveness | 2 |
11 | Moral and Civic Education | 2 |
12 | Economics | 3 |
13 | Global Trend | 2 |
14 | History of Ethiopia and the Horn | 3 |
1. Core/Supportive Courses | ||
No. | Course Title | Credit-hour |
01 | Engineering Drawing | 3 |
02 | Engineering Mechanics I (Statics) | 3 |
03 | Applied Mathematics IB | 4 |
04 | Applied mathematics IIB | 4 |
05 | Applied Mathematics IIIB | 4 |
06 | Engineering Mechanics II (Dynamics) | 3 |
07 | Probability and statistics | 3 |
08 | Numerical Analysis for Environmental Engineering | 3 |
09 | Material and Energy Balance | 2 |
10 | Thermodynamics | 3 |
11 | Environmental Chemistry | 3 |
12 | Environmental Microbiology | 3 |
13 | Strength of Materials | 3 |
14 | Fluid Mechanics | 3 |
15 | Reaction Engineering | 3 |
16 | Unit Operation | 2 |
17 | Reinforced Concrete Design | 3 |
18 | Surveying | 3 |
19 | Transport Phenomenon for Environmental Engineering | 3 |
20 | Environmental Engineering Hydrology | 3 |
21 | Fundamentals of Soils & Pollution Control | 2 |
22 | Air Pollution Engineering I | 3 |
23 | Water Treatment Engineering | 3 |
24 | Air Pollution Engineering II | 3 |
25 | Solid Waste Engineering | 3 |
26 | Engineering Economics | 3 |
27 | Environmental Policy and Management Systems | 2 |
28 | Wastewater Treatment Engineering | 3 |
29 | Hazardous and e-waste Engineering | 2 |
30 | Sewerage and Drainage Engineering | 3 |
31 | GIS and Remote Sensing | 3 |
32 | Industrial Wastes Management Technologies | 3 |
33 | Waste to Energy Technology | 3 |
34 | Environmental Impact Assessment | 2 |
35 | Climate Change Adaptation & Mitigation technologies | 3 |
36 | Internship | 6 |
37 | Renewable energy engineering | 3 |
38 | Soil pollution remediation technologies | 3 |
39 | Software application for environmental engineering | 3 |
40 | Health, Safety and environment (HSE) engineering | 3 |
41 | Final Year Project I | – |
42 | Final Year Project II | 6 |
43 | Energy andEnvironment | 3 |
44 | Ecological Engineering | 3 |
45 | Integrated Environmental EngineeringProject Design | 3 |
46 | Integrated Engineering Team Project | 3 |
47 | Introduction to Computer Programming | 3 |
48 | Emerging Technologies for Engineers | 3 |
49 | Entrepreneurship for Engineers | 3 |
2. Core Elective Courses | ||
50 | Environmental Biotechnology | 3 |
51 | Cleaner Production and LCA | 3 |
52 | Air Quality Modeling and Forecasting | 3 |
53 | Sludge Treatment Technologies | 3 |
54 | Ecological Risk Assessment | 3 |
55 | Green Building and Energy Conservation | 3 |
56 | Emerging Technologies for Water and Wastewater Treatment | 3 |
2.16 Course Breakdown
2.16.1 Course Breakdown for Regular program
This section includes the lists of course sequence and total student credit hour loads in each semester indicating the credit hour (Cr.hr), course lecture, and tutorial/Lab hours. Hence, the course breakdown and total semester credit hour loads for undergraduate regular programs in all semesters is presented as follow, shown in Table 2.8.
Table 2.8: Course Breakdown for Regular program
Year I, Semester I
First Year First Semester | |||||||
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | Phys1001 | General Physics | None | 3 | 2 | 3 | 0 |
2 | FLEn1003 | Communicative English Language Skill – I | None | 3 | 2 | 3 | 0 |
3 | GeEs1005 | Geography of Ethiopia and the Horn | None | 3 | 3 | 0 | 0 |
4 | Math1007 | Mathematics for Natural Science | None | 3 | 2 | 3 | 0 |
5 | Phil1009 | Logic and Critical Thinking | None | 3 | 3 | 0 | 0 |
6 | Psyc1011 | General Psychology | None | 3 | 3 | 0 | 0 |
7 | SpSc1013 | Physical Fitness | None | (P/F) | 1 | 0 | 3 |
Total | 18 | 16 | 9 | 3 |
Year I, Semester II
| First Year Second Semester | ||||||
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | Anth1002 | Social Anthropology | None | 2 | 2 | 0 | 0 |
2 | FLEn1004 | Communicative English Language Skill-II | FLEn1003 | 3 | 2 | 3 | 0 |
3 | Entr1106 | Entrepreneurship for Engineers | None | 3 | 3 | 0 | 0 |
4 | EmTe1108 | Emerging Technologies for Engineers | None | 3 | 2 | 0 | 3 |
5 | Incl1010 | Inclusiveness | None | 2 | 2 | 0 | 0 |
6 | MCiE1012 | Moral and Civic Education | None | 2 | 2 | 0 | 0 |
7 | Math1014 | Applied Mathematics IB | Math1007 | 4 | 3 | 3 | 0 |
| Total | 19 | 16 | 6 | 3 |
Year II, Semester I
| Second Year First Semester | ||||||
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | MEng2101 | Engineering Drawing | None | 3 | 1 | 0 | 6 |
2 | Comp2003 | Introduction to Computer Programming | None | 3 | 2 | 0 | 3 |
3 | CEng2103 | Engineering Mechanics I (Statics) | Phys1001 | 3 | 2 | 3 | 0 |
4 | Math2007 | Applied Mathematics IIB | Math1014 | 4 | 3 | 3 | 0 |
5 | Econ2009 | Economics | None | 3 | 2 | 3 | 0 |
6 | GLTr2011 | Global Trend | None | 2 | 2 | 0 | 0 |
| Total | 18 | 12 | 9 | 9 |
Year II, Semester II
| Second Year Second Semester | ||||||
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | Math2042 | Applied Mathematics IIIB | Math2007 | 4 | 3 | 3 | 0 |
2 | EnEg2102 | Environmental Microbiology | None | 3 | 2 | 0 | 3 |
3 | MEng2102 | Engineering Mechanics II (Dynamics) | CEng2105 | 3 | 2 | 3 | 0 |
4 | ChEg2104 | Thermodynamics | None | 3 | 2 | 3 | 0 |
5 | Hist2002 | History of Ethiopia and the Horn | None | 3 | 3 | 0 | 0 |
6 | CEng2102 | Strength of Materials | CEng2105 | 3 | 2 | 3 | 0 |
| Total | 19 | 14 | 12 | 3 |
Year III, Semester I
| Third Year First Semester | ||||||
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | EnEg3103 | Environmental Chemistry | None | 3 | 2 | 0 | 3 |
2 | ChEg3101 | Material and Energy Balance | None | 2 | 1 | 3 | 0 |
3 | EnEg3105 | Environmental Engineering Hydrology | None | 3 | 2 | 3 | 0 |
4 | ChEg3103 | Fluid Mechanics | None | 3 | 2 | 3 | 0 |
5 | EnEg3107
| Transport Phenomena for Environmental Engineering |
None |
3 |
2 |
3 |
0 |
6 | CEng3101 | Surveying | None | 3 | 2 | 0 | 3 |
7 | EnEg3101 | Fundamental of Soils and Pollution Control | None | 2 | 1 | 0 | 3 |
| Total | 19 | 12 | 12 | 9 |
Year III, Semester II
| Third Year Second Semester | ||||||
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | Stat3102 | Probability and Statistics | Math1007 | 3 | 2 | 3 | 0 |
2 | EnEg3104 | Air pollution Engineering I | EnEg3103 | 3 | 2 | 3 | 0 |
3 | CEng3102 | Reinforced Concrete Design | CEng2102 | 3 | 2 | 3 | 0 |
4 | EnEg3106 | Water Treatment Engineering | EnEg3103&EnEg2102 | 3 | 2 | 3 | 0 |
5 | ChEg3102 | Unit Operation | None | 2 | 1 | 3 | 0 |
6 | ChEg3104 | Reaction Engineering | None | 3 | 2 | 3 | 0 |
| Total | 17 | 11 | 18 | 0 |
Year IV, Semester I
| Fourth Year First Semester | ||||||
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | EnEg4101 | Air Pollution Engineering II | EnEg3104 | 3 | 2 | 3 | 0 |
2 | IETP4115 | Integrated Engineering Team Project | EnEg3104, EnEG3106
| 3 | 1 | 0 | 6 |
3 | EnEg4105 | Engineering Economics | Econ2009 | 3 | 2 | 3 | 0 |
4 | EnEg4103 | Numerical Analysis for Environmental Engineering | Math2042 | 3 | 2 | 0 | 3 |
5 | EnEg4107 | Energy and Environment | None | 3 | 2 | 3 | 0 |
6 | EnEg4109 | Wastewater Treatment Engineering | EnEg3103&EnEg2102 | 3 | 2 | 3 | 0 |
| Total | 18 | 11 | 12 | 9 |
Year IV, Semester II
| Fourth Year Second Semester | ||||||
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | EnEg4102 | Solid Waste Engineering | ChEng3101 | 3 | 2 | 3 | 0 |
2 | EnEg4104 | Sewerage and Drainage Engineering | EnEg3105 | 3 | 2 | 3 | 0 |
3 | EnEg4106 | GIS and Remote Sensing | None | 3 | 2 | 0 | 3 |
4 | EnEg4108 | Software Applications for Environmental Engineering | Comp2003 | 3 | 2 | 0 | 3 |
5 | EnEg4110 | Waste to Energy Technology | EnEg4107& EnEg4102 | 3 | 2 | 3 | 0 |
6 | EnEg4112 | Environmental Impact Assessment | None | 2 | 2 | 0 | 0 |
7 | EnEg4114 | Environmental Policy and Management Systems | None | 2 | 2 | 0 | 0 |
| Total | 19 | 14 | 9 | 6 |
Year IV, Semester III (summer) Course
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | EnEg4116 | Internship | EnEg4101, EnEg4106, EnEg4109, EnEg4102, EnEg4104, EnEg4110, EnEg4112, EnEg4115, EnEg4108 | 6 | 0 | 0 | 18 |
| Total | 6 | 0 | 0 | 18 | ||
|
Year V, Semester I
| Fifth Year First Semester | ||||||
S. No | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | EnEg5111 | Integrated Environmental Engineering Project Design | EnEg4115 | 3 | 1 | 0 | 6 |
2 | EnEg5101 | Renewable Energy Engineering | EnEg4107 | 3 | 2 | 0 | 3 |
3 | EnEg5103 | Ecological Engineering | None | 3 | 2 | 3 | 0 |
4 | EnEg5105 | Hazardous and E-waste Engineering | EnEg4102 | 2 | 2 | 1 | 0 |
5 | EnEg5109 | Soil Pollution Remediation Technologies | EnEg3107 &EnEg3101 | 3 | 2 | 3 | 0 |
6 | EnEg52xx | Elective I |
| 3 | 2 | 3 | 0 |
7 | EnEg5107 | Final Year Project I | EnEg4115 &EnEg4116 | P/F | 1 | 0 | 3 |
| Total | 17 | 12 | 10 | 12 |
Year V, Semester II
| Fifth Year Second Semester | ||||||
S. N | Course Code | Course Title | Prerequisite | Cr.hr. | Lect. | Tut. | Lab. |
1 | EnEg5102 | Industrial Waste Management Technologies | EnEg4102&EnEg4109 | 3 | 2 | 3 | 0 |
2 | EnEg5104 | Health, Safety and Environment (HSE) Engineering | None | 3 | 2 | 3 | 0 |
3 | EnEg5106 | Final Year Project II | EnEg5107 | 6 | 1 | 0 | 15 |
4 | EnEg5108 | Climate Change, Adaptation & Mitigation Technologies | EnEg4114 | 3 | 2 | 3 | 0 |
5 | EnEg52xx | Elective II | None | 3 | 2 | 3 | 0 |
| Total | 18 | 9 | 12 | 15 |
N.B:Conversion rate from Cr.hr to ECTS is given as 1Cr.hr. =1.67 ECTS
Electives: I
No | Course code | Course name | Prerequisite |
1 | EnEg5201 | Environmental Biotechnology | EnEg2102 |
2 | EnEg5203 | Cleaner Production and LCA | None |
3 | EnEg5205 | Air Quality Modeling and Forecasting | EnEg3104 |
4 | EnEg5207 | Sludge Treatment Technologies | EnEg3106&EnEg4109 |
Electives: II
No | Course code | Course name | Prerequisite |
1 | EnEg5202 | Ecological Risk Assessment | EnEg5103 |
2 | EnEg5204 | Green Building and Energy Conservation | None |
3 | EnEg5206 | Emerging Technologies for Water and Wastewater Treatment |
EmTe1108, EnEg4109 |
2.17 Course Plan
The course plans for each course in this curriculum are described in Table 2.10 according to the year semester of the courses.
Student Learning Time (SLT)
The credit value indicates the amount of time spent on teaching and learning activities for each course. The allocation of credit value and student learning time (SLT) is linked to the level of complexity, difficulty, and mastery required in the courses concerned.
Figure 2.1: Student Learning Time Model (Mohammed, 2006)
Environmental Engineering Staff profile
Table 1: Academic staffs’ profiles
No. | Full name | Qualification | Academic rank | Degree level |
1 | Zemene Worku Negie | Environmental Pollution and Sanitation | Associate prof | PhD |
2 | Abebe Worku Gebeyehu | Water and Wastewater Treatment | Assistant prof | PhD |
3 | Tsedekech G/Meskel | Environmental Science | Assistant prof | PhD |
4 | Isreal Tessema Lewte | Environment and Development | Assistant prof | PhD |
5 | Kenatu Angasa Wakuma | Water and Wastewater Treatment | Assistant prof | PhD |
6 | Bereket Tesfaye Haile | Environmental Science(Climate Modeling) | Assistant prof | PhD |
7 | Arkbom Hailu Asfaw | Energy Technology | Lecturer | MSc |
8 | Bimrew Bizualem Fetene | Environmental Engineering | Lecturer | MSc |
9 | Mihret Elias Wolloro | Energy Technology | Lecturer | MSc |
10 | Seble Kebede Kibret | Water Supply and Environmental Engineering | Lecturer | MSc |
11 | Solomon Tibebu Gebreab | Environmental Engineering | Lecturer | MSc |
12 | Takele Semie Tessema | Environmental Engineering | Lecturer | MSc |
13 | Alemshet Ayele | Environmental Engineering | Lecturer | MSc |
14 | Mintesnote Gizaw Terefe | Renewable Energy | Lecturer | MSc |
15 | Solomon Tilahun Kebede | Environmental Science | Lecturer | MSc |
Laboratory assistances | ||||
1 | Beyene Tsegaye | Laboratory assistances | Study leave | MSc |
2 | Belay akino | Laboratory assistances | Active | MSc |
3 | Ababw shibash | Laboratory assistances | Active | MSc |
4 | Andualem Arko | Laboratory assistances | Active | MSc |
5 | Tigabu Haddis | Laboratory assistances | Active | MSc |
6 | Rena mubashiber | Laboratory assistances | Active | MSc |
Study leave | ||||
1 | Asamin Yesigat | Environmental Engineering | Study leave | MSc |
2 | Getahun Kebede | Hydrology and Water Resources Management | Study leave | MSc |
Table 1: Environmental Engineering department laboratory lists
No | Types of lab | Building and Room | Responsible person |
1 | Basic Env.tal Eng. Lab | (B72, R01) | Mr.Mrs Seble Kebede /Belay Akino |
2 | Water and wastewater Lab. | (B72, ground floor, R2) | Dr. Kenatu Angassa/Mr. Mr. Solomon Tibebu |
3 | Research Lab | (B77,4th floor) | Dr. Abebe Worku/Mr. Tigabu Hadis |
4 | Solid Waste and Soil Lab | (B72, Ground floor) | Tsedekech G/Meskel |
5 | Air pollution control Lab | (B72,Ground floor)-Understablisment | Mr. Bimrew Bizualem |