Environmental Engineering

1. Ketetapan Senat Akademik Institut Teknologi Bandung Nomor 10/SK/I1-SA/2012, tentang Harkat Pendidikan Institut Teknologi Bandung;
2. SK Rektor ITB Nomor 284/SK/I1-A/PP/2012 tentang Pedoman penyusunan kurikulum 2008-2013 Institut Teknologi Bandung;
3. Keputusan MenDikNas RI Nomor 323/U/2000 tentang Pedoman Penyusunan Kurikulum Pendidikan Tinggi dan Penilaian Hasil Belajar Mahasiswa;
4. http://www.abet.org situs yang memuat kurikulum Environmental Engineering.

The Environmental Engineering (TL) Undergraduate Program curriculum is designed to produce graduates with the following profile:

1. Possess a solid foundation of knowledge and skills to observe, recognize, and approach problem-solving in the field of Environmental Engineering scientifically and proactively;
2. Apply Environmental Engineering principles and adapt to ongoing changes while staying abreast of the latest advancements in the field;
3. Demonstrate social, civic, and broader environmental awareness.

As outlined above, in formulating the BoK for the ITB TL Study Program, graduate learning outcomes are grouped into three categories:

• • Fundamental Outcome Category: Encompasses coursework in mathematics, natural sciences, humanities, and social sciences.
  • Technical Outcome Category: Relates to coursework in materials science, mechanics, experimentation, problem identification and solving, engineering design, contemporary issues, risk and uncertainty, project management, and specialized domains within environmental engineering.
  • Professional Outcome Category: Relates to coursework in communication, public policy, business-public administration, globalization, leadership, teamwork, professional conduct, lifelong learning, and professional and ethical responsibilities.

Below is the list of outcomes used to determine whether graduates have achieved the educational objectives outlined in the ITB 2013 Environmental Engineering Curriculum. Graduates of the Environmental Engineering Undergraduate Program will possess:

1. An ability to identify, formulate, and solve environmental problems by applying principles of engineering, science, and mathematics;
2. An ability to apply analysis and synthesis to produce engineering designs required for environmental conservation, taking into consideration public health, safety, and welfare, as well as global, cultural, social, environmental, and economic factors;
3. An ability to communicate effectively with various stakeholders involved in water, air, and land environmental issues, as well as the technologies required to address them;
4. An ability to apply ethical and professional responsibilities by considering environmental degradation issues and the impact of technology on local, regional, and global environments, including social and economic dimensions;
5. An ability to function effectively on a team with leadership to create a collaborative and inclusive environment, establish goals, plan tasks, and meet objectives required to manage the environment, mitigate environmental degradation, and enhance conservation;
6. An ability to identify problems, develop and conduct appropriate experimentation, analyze and interpret data, and use engineering judgment to draw conclusions in the field of environmental conservation;
7. A recognition of the need for continuous learning to enrich, evaluate, integrate, and appropriately apply knowledge in response to evolving environmental challenges.