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Many of the National Academy of Engineering’s grand challenges are related to environmental engineering. There is broad recognition that these challenges will require environmental engineers to integrate concepts from the natural and physical sciences, social sciences, business, and communications to find solutions at the individual, company, community, national and global levels. Montana State University is in the process of revolutionizing the curriculum and culture of its environmental engineering program to prepare and inspire a new generation of engineers through a project sponsored by the Revolutionizing Engineering Departments program at the National Science Foundation. At the core of the approach is transformation of the hierarchical, topic-focused course structure into a model of team taught, integrated, and project-based learning courses grouped around the key knowledge threads of systems thinking, professionalism, and sustainability. Multi-disciplinary faculty developed specific and detailed program outcomes after review of ABET program outcomes; the Fundamentals of Engineering exam; Body of Knowledge documents from the American Academy of Environmental Engineers (AAEE), the American Society of Civil Engineers (ASCE) and the American Society for Engineering Management (ASEM); the Engineering for One Planet report sponsored by the Lemelson Foundation; and the KEEN Framework on the Entrepreneurial Mindset. The resulting outcomes were organized into competency strands and competency domains. Currently, outcomes spanning the spectrum of content are being crafted into integrated and project-based courses in each year of the undergraduate curriculum. This paper reviews the lessons learned from the process of developing knowledge threads, competency strands and domains, and specific program outcomes with a multidisciplinary group of faculty, as well as the challenges of developing integrated and project-based courses within an established undergraduate curriculum. 

Engineering education research and accreditation criteria have for some time emphasized that to adequately prepare engineers to meet 21st century challenges, programs need to move toward an approach that integrates professional knowledge, skills, and real-world experiences throughout the curriculum [1], [2], [3]. An integrated approach allows students to draw connections between different disciplinary content, develop professional skills through practice, and relate their emerging engineering competencies to the problems and communities they care about [4], [5]. Despite the known benefits, the challenges to implementing such major programmatic changes are myriad, including faculty’s limited expertise outside their own disciplinary area of specialization and lack of perspective of professional learning outcomes across the curriculum. In 2020, Montana State University initiated a five-year NSF-funded Revolutionizing Engineering Departments (RED) project to transform its environmental engineering program by replacing traditional topic-focused courses with a newly developed integrated and project-based curriculum (IPBC). The project engages all tenure-track faculty in the environmental engineering program as well as faculty from five external departments in a collaborative, iterative process to define what students should be expected to know and do at the completion of the undergraduate program. In the process, sustainability, professionalism, and systems thinking arose as foundational pillars of the successful environmental engineer and are proposed as three knowledge threads that can be woven throughout environmental engineering curricula. The paper explores the two-year programmatic redesign process and examines how lessons learned through the process can be applied to course development as the team transitions into the implementation phase of the project. Two new integrated project-based learning courses targeting the 1st- and 2nd-year levels will be taught in academic year 2023-2024. The approach described in this work can be utilized by similar programs as a model for bottom-up curriculum development and integration of non-technical content, which will be necessary for educating engineers of the future. 

Quasars atz≳ 1 most often have redshifts measured from rest-frame ultraviolet emission lines. One of the most common such lines, Civλ1549, shows blueshifts up to ≈5000 km s⁻¹and in rare cases even higher. This blueshifting results in highly uncertain redshifts when compared to redshift determinations from rest-frame optical emission lines, e.g., from the narrow [Oiii]λ5007 feature. We present spectroscopic measurements for 260 sources at 1.55 ≲z≲ 3.50 having −28.0 ≲M_i≲ − 30.0 mag from the Gemini Near Infrared Spectrograph–Distant Quasar Survey (GNIRS-DQS) catalog, augmenting the previous iteration, which contained 226 of the 260 sources whose measurements are improved upon in this work. We obtain reliable systemic redshifts based on [Oiii]λ5007 for a subset of 121 sources, which we use to calibrate prescriptions for correcting UV-based redshifts. These prescriptions are based on a regression analysis involving Civfull-width-at-half-maximum intensity and equivalent width, along with the UV continuum luminosity at a rest-frame wavelength of 1350 Å. Applying these corrections can improve the accuracy and the precision in the Civ-based redshift by up to ∼850 km s⁻¹and ∼150 km s⁻¹, respectively, which correspond to ∼8.5 and ∼1.5 Mpc in comoving distance atz= 2.5. Our prescriptions also improve the accuracy of the best available multifeature redshift determination algorithm by ∼100 km s⁻¹, indicating that the spectroscopic properties of the Civemission line can provide robust redshift estimates for high-redshift quasars. We discuss the prospects of our prescriptions for cosmological and quasar studies utilizing upcoming large spectroscopic surveys.

 

Weak emission-line quasars (WLQs) are a subset of type 1 quasars that exhibit extremely weak Lyα+ Nvλ1240 and/or Civλ1549 emission lines. We investigate the relationship between emission-line properties and accretion rate for a sample of 230 “ordinary” type 1 quasars and 18 WLQs atz< 0.5 and 1.5 <z< 3.5 that have rest-frame ultraviolet and optical spectral measurements. We apply a correction to the Hβ-based black hole mass (M_BH) estimates of these quasars using the strength of the optical Feiiemission. We confirm previous findings that WLQs’M_BHvalues are overestimated by up to an order of magnitude using the traditional broad-emission-line region size–luminosity relation. With thisM_BHcorrection, we find a significant correlation between Hβ-based Eddington luminosity ratios and a combination of the rest-frame Civequivalent width and Civblueshift with respect to the systemic redshift. This correlation holds for both ordinary quasars and WLQs, which suggests that the two-dimensional Civparameter space can serve as an indicator of accretion rate in all type 1 quasars across a wide range of spectral properties.