Browsing by Author "Pfluger, Andrew"

Now showing 1 - 8 of 8
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    Energy-generating potential of anaerobically enhanced primary treatment of domestic wastewater using multiple-compartment bioreactors
    (Environmental Science, 2020) Pfluger, Andrew; Erickson, Rebecca; Vanzin, Gary; Hahn, Martha; Callahan, Jennie; Munakata-Marr, Junko; Figueroa, Linda
    Wastewater reclamation facilities have the potential to be net energy producers if anaerobic bioreactors coupled with energy-generating technologies, such as combined heat and power (CHP), are employed. To characterize the energy-generating potential of multiple-compartment anaerobic bioreactors used for enhanced primary treatment of domestic wastewater, organic removal and observed methane (CH4) generation from two pilot-scale anaerobic baffled bioreactors operating for more than 2400 days over a range of wastewater temperatures (11 to 24 °C) were characterized. Aggregated data from both bioreactor systems were subjected to uncertainty analysis and modeling to increase confidence in results and to determine the energy-generating potential from five different CHP technologies. Results suggest that multiple-compartment anaerobic reactors converted 76% of the chemical oxygen demand (COD) removed to methane-rich biogas (effective energy content of 2.0 kW h kg−1 COD removed). Observed CH4 production was most accurately modeled using total COD measurements, not biodegradable COD estimates. The use of the aerobic biochemical oxygen demand (BOD) assay underestimated the amount of anaerobically biodegradable COD. Modeled scenarios suggest that energy generated from several CHP technologies with heat recovery (i.e., effective electrical energy) can provide power equivalent to the amount used by many conventional activated sludge systems. A modeled future scenario where dissolved methane (dCH4) is recovered for energy generation also suggests that dCH4 capture provides additional energy generation and is needed to reduce greenhouse gas emissions. Based on COD, mass balances indicate that using multiple-compartment anaerobic reactors for anaerobically enhanced primary treatment increases the portion of COD in the influent wastewater going to electrical energy from ∼8.5% to 21%. Results from this study suggest that replacing conventional primary treatment with anaerobic bioreactors can enhance energy-generating potential at water resource recovery facilities.
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    Engaging Students Through an Interactive Mass Balance Fundamentals Demonstration
    (ASEE, 2020) Wallen, Benjamin; Butkus, Michael; Sheehan, Nathaniel; Ng, Andrew; Pfluger, Andrew
    Employing mass balance concepts is one of the fundamental approaches to address many of the National Academy of Engineering’s Grand Challenges of the 21st century. Of the five stated grand challenges, the incorporation of mass balance principles is central to understanding and resolving four of the five technical challenges while it supports and informs decision making in the fifth. For burgeoning environmental engineers, the understanding of mass balance concepts is foundational for recognizing and solving the complex multimedia environmental problems they will face. Environmental engineering curricula therefore requires students to fully understand and demonstrate proficiency in the application of mass balance concepts. Unfortunately, many students struggle to initially visualize key aspects and understand assumptions used with the mass balance approach. A five-minute demonstration provides a visual, interactive classroom experience that improves understanding and learning for a broad spectrum of students’ learning style preferences. The approach presented in this paper has been successfully used in an introductory environmental engineering course taught predominantly to non-engineering majors as part of a three-course environmental engineering sequence. Current data suggests that the incorporation of this demo improves student understanding of mass balance concepts evidenced by improved quantitative testing scores over the past two years. Though longitudinal data is forthcoming on the efficacy on long term retention, we strive for each non-engineering major in the sequence to be able to more broadly contextualize and solve complex problems using mass balance principles by incorporating a deliberate systematic approach. Indeed, for our students to tackle the grand challenges of this century, they must be able to understand the inherent interconnectedness of global and regional environmental systems.
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    Examination of Faculty Development in the Departments of Civil & Mechanical Engineering and Geography & Environmental Engineering at the United States Military Academy
    (ASEE, 2020) Barron, Jes; Pfluger, Andrew; Pegues, Kathryn; Bazemore, Thomas
    This study is submitted as part of a special joint panel session between the Environmental Engineering Division and the Faculty Development Division on innovative development for tenured/tenure-track faculty and professional faculty. This study presents findings from an institutional-level evaluation of professional faculty development practices. The United States Military Academy (i.e., West Point)’s unique faculty composition consists of professional military faculty, permanent military faculty, and civilian faculty is known as the “blend of excellence”. The majority of West Point faculty (~55%) are military officers serving for a two-to-three-year period. These military faculty are professional faculty members serving in a capacity similar to adjunct faculty or non-tenured teaching faculty at other universities. Each type of faculty member brings unique skills and talents to the faculty team that contribute to the overall development of West Point’s undergraduates who serve as military officers upon graduation. In spring 2019, West Point faculty members were asked to share their thoughts and perspectives on the faculty development of junior civilian (defined as instructors or assistant professors) and rotating military faculty. Areas queried included developmental approaches and best practices, developmental areas (e.g., research, teaching), and defined developmental outcomes. This study subsets responses from two departments, Civil & Mechanical Engineering and Geography & Environmental Engineering, providing a focused examination of faculty development methods applicable and beneficial to civil and environmental engineering programs that have adjunct and/or non-tenure track faculty. Response rates were similar for each department (24% and 34%). The study identified three major findings that are generally applicable to all universities: (1) institutions can benefit from discussion and shared understanding regarding the definition and intent of faculty development; (2) our faculty prefer to handle development of more junior faculty at the department-level while leveraging university-level resources; (3) several distinct practices were most beneficial to professional faculty development, to include: a structured on-boarding program, unstructured mentorship throughout the academic year, and classroom observation with feedback. While West Point is somewhat unique in mission and faculty composition, the finding from this study can be beneficial to all institutions with non-tenure track professional faculty.
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    Examination of Faculty Development in the Departments of Civil & Mechanical Engineering and Geography & Environmental Engineering at the United States Military Academy
    (ASEE, 2020) Barron, Jes; Pfluger, Andrew; Pegues, Kathryn; Bazemore, Thomas
    This study is submitted as part of a special joint panel session between the Environmental Engineering Division and the Faculty Development Division on innovative development for tenured/tenure-track faculty and professional faculty. This study presents findings from an institutional-level evaluation of professional faculty development practices. The United States Military Academy (i.e., West Point)’s unique faculty composition consists of professional military faculty, permanent military faculty, and civilian faculty is known as the “blend of excellence”. The majority of West Point faculty (~55%) are military officers serving for a two-to-three-year period. These military faculty are professional faculty members serving in a capacity similar to adjunct faculty or non-tenured teaching faculty at other universities. Each type of faculty member brings unique skills and talents to the faculty team that contribute to the overall development of West Point’s undergraduates who serve as military officers upon graduation. In spring 2019, West Point faculty members were asked to share their thoughts and perspectives on the faculty development of junior civilian (defined as instructors or assistant professors) and rotating military faculty. Areas queried included developmental approaches and best practices, developmental areas (e.g., research, teaching), and defined developmental outcomes. This study subsets responses from two departments, Civil & Mechanical Engineering and Geography & Environmental Engineering, providing a focused examination of faculty development methods applicable and beneficial to civil and environmental engineering programs that have adjunct and/or non-tenure track faculty. Response rates were similar for each department (24% and 34%). The study identified three major findings that are generally applicable to all universities: (1) institutions can benefit from discussion and shared understanding regarding the definition and intent of faculty development; (2) our faculty prefer to handle development of more junior faculty at the department-level while leveraging university-level resources; (3) several distinct practices were most beneficial to professional faculty development, to include: a structured on-boarding program, unstructured mentorship throughout the academic year, and classroom observation with feedback. While West Point is somewhat unique in mission and faculty composition, the finding from this study can be beneficial to all institutions with non-tenure track professional faculty.
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    Examination of Faculty Development in the Departments of Civil & Mechanical Engineering and Geography & Environmental Engineering at the United States Military Academy
    (ASEE, 2020) Barron, Jes; Pfluger, Andrew; Pegues, Kathryn; Bazemore, Thomas
    This study is submitted as part of a special joint panel session between the Environmental Engineering Division and the Faculty Development Division on innovative development for tenured/tenure-track faculty and professional faculty. This study presents findings from an institutional-level evaluation of professional faculty development practices. The United States Military Academy (i.e., West Point)’s unique faculty composition consists of professional military faculty, permanent military faculty, and civilian faculty is known as the “blend of excellence”. The majority of West Point faculty (~55%) are military officers serving for a two-to-three-year period. These military faculty are professional faculty members serving in a capacity similar to adjunct faculty or non-tenured teaching faculty at other universities. Each type of faculty member brings unique skills and talents to the faculty team that contribute to the overall development of West Point’s undergraduates who serve as military officers upon graduation. In spring 2019, West Point faculty members were asked to share their thoughts and perspectives on the faculty development of junior civilian (defined as instructors or assistant professors) and rotating military faculty. Areas queried included developmental approaches and best practices, developmental areas (e.g., research, teaching), and defined developmental outcomes. This study subsets responses from two departments, Civil & Mechanical Engineering and Geography & Environmental Engineering, providing a focused examination of faculty development methods applicable and beneficial to civil and environmental engineering programs that have adjunct and/or non-tenure track faculty. Response rates were similar for each department (24% and 34%). The study identified three major findings that are generally applicable to all universities: (1) institutions can benefit from discussion and shared understanding regarding the definition and intent of faculty development; (2) our faculty prefer to handle development of more junior faculty at the department-level while leveraging university-level resources; (3) several distinct practices were most beneficial to professional faculty development, to include: a structured on-boarding program, unstructured mentorship throughout the academic year, and classroom observation with feedback. While West Point is somewhat unique in mission and faculty composition, the finding from this study can be beneficial to all institutions with non-tenure track professional faculty.
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    Framework for analyzing placement of and identifying opportunities for improving technical communication in a chemical engineering curriculum
    (Education for Chemical Engineers, 2020) Pfluger, Andrew; Armstrong, Matthew; Corrigan, Trevor; Nagelli, Enoch; James, Corey; Miller, April; Biaglow, Andrew
    Technical communication is an extremely important soft skill for young engineers entering the workplace. Undergraduate engineering programs normally address technical communications, but many do not provide intentionally placed discipline-specific technical communication experiences designed to progressively increase technical communication skills. This study presents an analysis of the technical skill requirement by international accrediting organizations for communication literacy, as well as an analysis of some technical communication education approaches within chemical engineering curricula. This study also presents methods for conducting a crosswalk of graded events with a technical communication component across a curriculum, which can help a program understand the placement of technical communication graded events and identify opportunities for reallocation or scaffolding. This study employs a survey-based approach for gathering information about all technical communication graded events within a chemical engineering curriculum and a method for assessing placement and scaffolding opportunities using a longitudinal crosswalk of all applicable courses from freshman to senior year. Results from this study suggest that the U.S. Military Academy (West Point)'s chemical engineering program has 74 technical communication graded events, which were highly concentrated in the junior year. Most events were lab reports (55 %) assessed for content only or team events (78 %). Opportunities for scaffolding across courses were identified and the content for a 1.0-credit seminar course are presented. The methods presented in this study can be used by other engineering programs to identify gaps in technical communication education and methods for improvement within their curriculum.
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    Technical Communications in an Environmental Engineering Curriculum: A Framework for Analysis and Continual Improvement
    (ASEE, 2020) McCollum, Caleb; Pfluger, Andrew; Butkus, Michael
    The ability to effectively communicate technical information is an important skill for engineers, especially young engineers entering the workforce upon completion of their education. Undergraduate environmental engineering programs normally address technical communications, but some do not provide intentionally placed discipline-specific technical communication experiences designed to progressively increase communication skills through the curriculum. Conducting a crosswalk of graded events with a technical communication component across a curriculum can help an institution understand the placement of technical communication graded events and identify opportunities for improvement. This study presents a survey-based approach for gathering information about all technical communication graded events within an environmental engineering curriculum and a method for analysis using a longitudinal crosswalk of all applicable courses from freshman to senior year. Results from this study indicate that the number of graded technical communication events in our program increases longitudinally from freshman to senior year. Further, the number of individually completed events and written events were highest in the sophomore year, with team events and oral communication events increasing in the junior and senior years. Additionally, the weighting of graded events shifted longitudinally through major courses. Graded events worth 5% of the course grade were most prevalent in the sophomore year, and events worth ≥ 5% occurred most frequently in the senior year. Implications for our university’s environmental engineering program are discussed, to include opportunities for scaffolding events across courses. The methods presented in this study can be used by other environmental engineering programs to identify gaps in technical communication education and methods for improvement within their curriculum.
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    The Five-minute Adsorption Demonstration
    (ASEE, 2020) Butkus, Michael; Shetty, Anand; Wallen, Benjamin; Sheehan, Nathaniel; Pfluger, Andrew
    Adsorption is one of the most common physicochemical treatment processes in environmental engineering. Faculty typically teach this process by explaining figures and equations in texts, which can limit learning. The five minute classroom demonstration presented here replicates the adsorption experiment and data analysis, which may engage students and enhance learning without imposing substantial demands on student time. Students observe removal of Crystal violet dye or food coloring by activated carbon in real time in a column demonstration. Simultaneously, data from an adsorption experiment is collected in an accelerated video format and an animated PowerPoint presentation illustrates how experimental data is used to quantify Isotherm Model parameters. Results from the Crystal violet adsorption experiment and isotherm model parameters are presented along with an in-class example problem.