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    A Five-Year Master of Environmental Engineering Curriculum

    Source: Journal of Professional Issues in Engineering Education and Practice:;1999:;Volume ( 125 ):;issue: 002
    Author:
    Ken Rainwater
    ,
    R. Heyward Ramsey
    ,
    David B. Thompson
    DOI: 10.1061/(ASCE)1052-3928(1999)125:2(40)
    Publisher: American Society of Civil Engineers
    Abstract: The master's degree is essentially the entry-level degree for those wanting to practice environmental engineering. Although the BS/MSCE (environmental emphasis) path produces graduates in high demand by employers, certain parts of the environmental engineering discipline demand graduates with a more specialized degree program. In response to the need for a specialized, or “professional,” degree program, Texas Tech offers an alternative to the traditional path to becoming an environmental engineer: the Master of Environmental Engineering (MEnvE) degree. The courses in the curriculum (EnvE course numbers) are taught by either civil or chemical engineering faculty. The MEnvE degree is a five-year “freshman-to-master's degree” program. The BS/MSCE (environmental emphasis) degree program and the MEnvE program essentially require the same number of credit hours and many of the same courses. One principal difference between the two programs is that the BS/MSCE path provides graduates with a broader civil engineering or chemical engineering background while the MEnvE program provides graduates with more concentrated preparation in biology, chemistry, chemical engineering, and environmental engineering. A second principal difference is that MEnvE graduates are focused on environmental engineering design. Thus, the MEnvE degree program is referred to as a professional degree program since graduates from the program typically enter professional practice rather than continue for a PhD degree.
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      A Five-Year Master of Environmental Engineering Curriculum

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    contributor authorKen Rainwater
    contributor authorR. Heyward Ramsey
    contributor authorDavid B. Thompson
    date accessioned2017-05-08T21:20:13Z
    date available2017-05-08T21:20:13Z
    date copyrightApril 1999
    date issued1999
    identifier other%28asce%291052-3928%281999%29125%3A2%2840%29.pdf
    identifier urihttp://yetl.yabesh.ir/yetl/handle/yetl/47473
    description abstractThe master's degree is essentially the entry-level degree for those wanting to practice environmental engineering. Although the BS/MSCE (environmental emphasis) path produces graduates in high demand by employers, certain parts of the environmental engineering discipline demand graduates with a more specialized degree program. In response to the need for a specialized, or “professional,” degree program, Texas Tech offers an alternative to the traditional path to becoming an environmental engineer: the Master of Environmental Engineering (MEnvE) degree. The courses in the curriculum (EnvE course numbers) are taught by either civil or chemical engineering faculty. The MEnvE degree is a five-year “freshman-to-master's degree” program. The BS/MSCE (environmental emphasis) degree program and the MEnvE program essentially require the same number of credit hours and many of the same courses. One principal difference between the two programs is that the BS/MSCE path provides graduates with a broader civil engineering or chemical engineering background while the MEnvE program provides graduates with more concentrated preparation in biology, chemistry, chemical engineering, and environmental engineering. A second principal difference is that MEnvE graduates are focused on environmental engineering design. Thus, the MEnvE degree program is referred to as a professional degree program since graduates from the program typically enter professional practice rather than continue for a PhD degree.
    publisherAmerican Society of Civil Engineers
    titleA Five-Year Master of Environmental Engineering Curriculum
    typeJournal Paper
    journal volume125
    journal issue2
    journal titleJournal of Professional Issues in Engineering Education and Practice
    identifier doi10.1061/(ASCE)1052-3928(1999)125:2(40)
    treeJournal of Professional Issues in Engineering Education and Practice:;1999:;Volume ( 125 ):;issue: 002
    contenttypeFulltext
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