SANITARY EN G IN E E R IN G

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1 *614,07 Or313i kor.tin; ntt Section OCT T D O C U M E N T COLLECTION _0HE frt>! c o u t e r t e y IN THE MATTER OF SANITARY EN G IN E E R IN G ED U C ATIO N -R ES EA R C H -EXTEN S IO N AT OREGON STATE UNIVERSITY DECEMBER 1961

2 In the Matter of STAFF AND FACILITY NEEDS FOR TEACHING - RESEARCH - EXTENSION IN SANITARY ENGINEERING AND RELATED ENVIRONMENTAL SCIENCES at OREGON STATE UNIVERSITY Corvallis, Oregon Prepared for G. W. Gleeson, Dean of Engineering G. W. Holcomb, Head of Civil Engineering by Fred J. Burgess Associate Professor of Civil Engineering Martin E. Northcraft Assistant Professor of Civil Engineering Fred MerryfieId Professor of Sanitary Engineering Donald C. Phillips Assistant Professor of Sanitary Engineering

3 1 SUMMARY Purpose The purpose of this appended report is to examine the present program and facilities for Sanitary Engineering at Oregon State University. There are several major factors which will have impact on teaching and research in Sanitary and Environmental Engineering and the related Environmental Sciences in the immediate future. The report discusses, in detail, these influences and their probable effects and suggests a program to meet such an educational challenge. Population and Growth IMPORTANT FACTORS By 1980 statisticians indicate we will add to our national population an equivalent population of two dozen cities the size of Los Angeles. This continually growing population and its changing social habits have and will continue to multiply the engineering, economic, social, and political problems of our cities and communities. Scientific Knowledge and Industrial Growth Engineering, "the bridge from science to industry," has played its part in the role of accelerating the industrial expansion of the United States. This growth has placed a greater demand on the water and air resources by the imposition of new waste products and consequent pollution problems about which little is known. Public Awareness Public recognition of the necessity for protecting our environment and national resources has and will continue to demand, through political processes, Federal and the State's support of programs in environmental engineering and related scientific areas. It is expected that the annual Federal support may increase tenfold in the next decade. Manpower Careful studies of the country's manpower requirements by the U. S. Public Health Service indicate that a minimum of 900 new engineering graduates will be needed annually for the next ten years to meet the environmental engineering needs. This figure does not include the sanitary engineering educational needs in the related scientific areas nor the demand for engineers with a similar educational background in related activities. The needs of foreign countries will also demand consideration.

4 ii Sanitary Engineering Education Engineering Education, curricula, and research have been the subject of discussion, reports, and action for more than sixty years by engineering faculties and the professional engineering societies. The Engineer's Council for Professional Development for more than twenty-five years has been nationally recognized as the professional accrediting agency of the several engineering curricula offered in the American universities and colleges Except for a few isolated cases, only the Bachelor degree curricula have been accredited. In all instances, the first degree has been accredited. At the 1960 Harvard Conference of the American Sanitary Engineering Intersociety Board, education, curricula, and accreditation were explored. It was recognized that: Biology and stronger chemistry should be included in the science core requirements. Sanitary Engineering should include a wider range of elective specialties. Sanitary Engineering or Environmental Engineering should be graduate programs. It was decided to present the matter of accreditation to the Engineer's Council for Professional Development for its consideration. The Proposed U. S, Public Health Service Water Pollution Research Laboratory at Oregon State University The location of this research laboratory on the campus will concentrate regional research, training, and demonstration activities at the University. Participation in such programs will be to the mutual good of the University and the U. S. Public Health Service and will enrich the opportunities for graduate programs in environmental engineering and related sciences at the University. Participation in the training institutes by the University faculty in most scientific and engineering disciplines will give unique professional opportunities for faculty development. The University will be expected, by the profession, to provide the leadership in these areas. Availing ourselves of this opportunity is contingent upon an adequate and vigorous staff, a well considered program, and sufficient facilities. Sanitary Engineering at Oregon State University Sanitary engineering education, research, and extension programs at Oregon State University have been modestly growing for more than

5 V thirty years. For the last seven years the growth has been more rapid and significant. This year there are five Master of Science candidates in Sanitary Engineering, two major research projects, three cooperative research projects, and three four-day short courses. It is expected that there will be a minimum of ten Master's and two Doctoral candidates by The estimate for is twenty Master's and seven Doctoral candidates. The present staff is composed of four men whose equivalent fulltime load is two men in the sanitary engineering program. By 1965 it is believed that the staff needs on full-time basis will be five faculty, one technician, and one secretary. For seven faculty, two technicians, and two secretaries will be needed to carry on the academic undergraduate - graduate curricula, research, and training programs. The present sanitary engineering facilities are barely adequate for the current program and the major undergraduate laboratories are substandard and will require renovation or replacement. Twelve thousand to fifteen thousand square feet of laboratory, classroom, and office space will be required within five years. It will not be possible to develop such facilities within Apperson Hall, the present civil engineering building. Support FINANCE It is anticipated that the total support needed annually from all sources for the basic operation of the sanitary engineering program in teaching, research, graduate student support, undergraduate studentencouragement, extension and public service, and basic operational costs will approach $250,000 by It is recognized that these figures are tentative only and depend to a great extent upon not only the State government in the support of the program but also the support from Federal and other sources. The basic avenues of support may be listed at the present as: State budget Federal Research grants to institutions Training grants to institutions Traineeships and fellowships to students Facilities grants to institutions Local, State agencies and industries Research contracts Cooperative research Direct assistance to students

6 State Budget and Control I l l The State funds at the present are limited largely to teaching activities during the academic year. There is no significant support available for research staff, and, what support there is, is restricted to "seed" money and modest support of graduate research assistance. The greatest single need for improvement is for recognition that responsibilities of teaching, research, and extension are full-time jobs and cannot be successfully pursued by part-time support. Basic support of academic and research staff, together with adequate technician and clerical help on calendar year appointments are badly needed. A vigorous program of facility expansion and equipment renewal must be undertaken if we are to keep pace with rapidly growing and increasingly complex technology. Means of financing this with Federal participation are available but restrictions on purchase and the use of non-state funds should be streamlined and greater local control permitted to effectively use the funds. Serious delays now exist that hinder research and teaching development by requiring excessive staff time to make purchases. This consumes a disproportionately large amount of the research grant for purchases. Restrictions on purchasing make effective use of Federal grants funds extremely difficult especially on short duration grants. Federal Support for teaching staff is largely limited to training grants for opening new areas of endeavor. These programs are effective if participated in by the State. Research staff support is for short duration only and is associated with specific projects. These must be reviewed each year and staff tenure of recommended support seldom exceeds three years. The level of the support for such projects is excellent. Support of graduate students is good but more effective use could be made if greater local control were permitted. Involved application procedures and time of appointment make it difficult to obtain top caliber students who are actively sought by other groups. Administrative costs of fund procurement and utilization are relatively high on Federal projects since each is administered as a separate project. University business officials have computed indirect project costs to be approximately 42 per cent. This does not include the staff time and facilities used in applying for the grants themselves. This latter time is a very significant use of this resource. The Federal support programs are excellent and indeed medical, scientific, and engineering research could not exist on a reasonable plane without them. It is suggested that great improvements would

7 occur and enhance the use and effectiveness of the programs if the following things occured: iv Support of the University research programs by discipline instead of by individual projects. Long term support for periods of five years or greater to permit continuity of staff employment. Greater local control of student stipend and assistance programs to permit recruitment of top quality students. Local, State Agencies and Industry These groups have continually shown interest in research and extension by participation and encouragement. However, little or no financial assistance has been available during the last few years. The support for research by industry to universities is modest except for a few isolated research institutes. Conclusions and Recommendations Because of the expanding nature of sanitary engineering education and of the manpower needs for these engineers and because of the construction, development, and operation of a U. S. Public Health Service Water Pollution Laboratory at Oregon State University, it is concluded that: Sanitary engineering at the graduate level will increase very rapidly from 1963 to The present facilities in Apperson Hall will be entirely inadequate for the purpose of carrying on the graduate program in teaching, research, and extension. The present staff must be increased to take care of such a development. It is therefore recommended that the School of Engineering present to the Administration this report for its information so this or a similar program can be implemented in adequate time to take care of the needs of sanitary and environmental engineering at the University. This report may also be used as a basis for discussion with faculties from this and other schools interested in the related environmental sciences.

8 SUPPORTING STATEMENTS Manpower Needs... 1 Page Sanitary Engineering Education... 5 Research... 8 Extension and Public Service Support Facilities Financial Needs... 16

9 MANPOWER NEEDS Intelligent planning for an orderly expansion of sanitary engineering staff, program and facilities at Oregon State University demands a discerning appraisal of the University's role as it is affected by local, state and national needs. Important Factors A number of factors have considerable impact. The more significant of these are examined here in terms of their relation to the needed educational research programs. They are as follows: 1. Population growth and industrial expansion are increasing at a tremendous rate, both in size and complexity. In the coming 20 years we will add to our national numbers a population equivalent to at least two dozen cities the size of Los Angeles. The implications this has to sanitary engineering in the field of long range metropolitan planning are evident. 2. Phenomenal technological advances are being made at an accelerating rate, and the gestation period between scientific discovery and production is growing smaller and smaller. As pointed out by Dr. Edward Teller, our scientific knowledge has doubled every 100 years since 1650 and by the year 2062 we will know twice as much as we now know. This rate of discovery has introduced a tremendous variety of new products and processes, creating for engineers a multitude of problems in water supply and water and air pollution control. Considering water consumption only, since 1900 our population has increased 2.3 times while our water use has increased seven times. 3. Greater public awareness of the need for maintaining a salubrious environment and conserving water and air resources will demand, through political processes, more support of programs which will in turn require a larger number of engineering workers. The recent legislation modifying public law 660 to provide for expanded USPHS activities and establish the regional water pollution control research laboratories are examples of demands for personnel that will materialize. 4. Professional obsolescence is a serious problem which

10 2 Estimated Needs results from the rapid accumulation of knowledge. It is imperative that universities take a more active role in training courses beyond degree requirements. It has been reliably estimated that an engineer must spend 107» of his time developing his knowledge beyond the level of his college training. This implies that each engineer should devote some 200 hours yearly to educational improvement. If only 1/2 of this training were taken formally it would require 600,000 man hours of high level training programs annually just to serve the present estimated number of professionally active sanitary engineers. An even more serious demand exists for short courses and training for non-professional co-workers at the facilities operation level. Studies by the USPHS involving 2/3 of the practicing sanitary engineers disclose significant information concerning the numbers and quality of sanitary engineers now and those needed for the future. Among other important data this study indicated that the median age of practicing sanitary engineers is 44.5 years, that the average age of those receiving the baccalaureate degree is 23, and that, on the average, 7 years elapse between the BS degree and advanced degree work. The distribution of advanced degrees is significantly high and is given in table 1 ^ for various engineering and scientific pursuits. Table 1 Highest Degree Held Group Number Bachelor's Master's Doctor's (in percent) Engineers Sanitary 3, Chemical 9, Mechanical 18, Biologists 15, Chemists 25, Geologists 10, Mathematicians 5, Physicists 9, Psychologists 10, (1) Butrico and Reid, Sanitary Engineering Education and Manpower Needs.

11 3 The ultimate factor that determines educational program needs is the number of professionally trained persons needed annually. The following is an overall estimate by the Public Health Service for engineering personnel alone per year over the next 10 year period. 1. To absorb the backlog - those in public health, public works, military, teaching, industry, and consulting needing (a) an initial graduate year or (b) an additional period for specialization or "retread" 1800 man-years spread over 10 years Replacements for retirements, deaths or dropping from profession For population increase - maintaining present proportion of health staffing Increased areas of practice Total /yr. These data are for sanitary engineering pursuits and do not include needs in other scientific and engineering specialities requiring some sanitary engineering course work. Relation to OSU Program The many favorable circumstances discussed in this report offer Oregon State University an excellent opportunity to expand sanitary engineering education in addition to programs of research, advanced training courses, extension and public service. Because of these favorable conditions it is estimated that continued graduate student growth will occur such that annual enrollment of Master of Science and PhD candidates will be between 20 and 30 students by Staff to conduct the program have been estimated as follows, based on current student-teacher and work load ratios: Activity Full time equivalent (FTE) staff Calendar year Graduate Instruction 2.0 Undergraduate Instruction 1.5 Research 2.5 Public Service and Extension 1.0 Total academic staff for all areas of responsibility 7.0

12 4 The distribution of time by activity for individual staff members must be flexible to meet program needs. All members must participate in teaching of engineering courses at the lower or upper division level for student contact and to maintain professional identity with students. The following needs in terms of numbers of people are anticipated: Now Academic staff (FTE) Laboratory Technicians Secretarial 1 2

13 5 SANITARY ENGINEERING EDUCATION Sanitary Engineering Education started at Oregon State University in the Department of Civil Engineering during the late 1920's, with the introduction of courses in this field at the undergraduate level and research by staff members, particularly in stream pollution and industrial wastes. Graduate instruction was begun in During subsequent years close cooperation of the Oregon State Board of Health, State Sanitary Authority, municipalities and industry, resulted in sponsored research, making possible the development of a small but useful laboratory. A significant number of dedicated students have graduated from the university for advanced education, for the teaching profession, or for the professional practice of sanitary industry with state and federal agencies, municipalities, or as engineering consultants. Present Program The present program has developed along somewhat traditional lines as an integral portion of Civil Engineering. This development has served to provide needed instruction and is typical of that at most universities. It has many advantages, the most valued of which are strong undergraduate student contact and association with a recognized profession of high integrity. Course offerings that have evolved under this scheme have had as their objective the education of engineers in the physical, chemical, mathematical, and biological processes important to control of the environment, particularly in water supply and waste disposal. Development of this program has at times been governed by limited staff and facilities, traditional school boundaries and prerequisite requirement blocks. However, good administrative support and other circumstances have made possible a significant curricula. Undergraduate sanitary engineering offerings consist of six term hours of required courses in the senior year, plus three hours of elective courses. The program is supported by strong curricular offerings in fluid mechanics, hydraulics, hydraulic machinery, hydrology and other related areas. Some modification to permit additional work in chemistry and biology would be advantageous but are difficult to arrange because of the rigorous nature of the program. Graduate course offerings include a course of advanced sanitary engineering design, sanitary engineering process, chemistry-biology, microbiology of water and sewage, theses and minors available in statistics, fluid mechanics, mathematics, chemistry, oceanography and other science or engineering areas. Only Master of Science

14 6 programs have been administered to date; however, course offerings of sufficient depth and breadth are available for doctoral programs. Sanitary Engineering Education Trends The increasingly complex task of protecting roan's environment and conserving water and air resources by engineering works to combat pollution from growing population and expanding industry has created specialized needs within the practice of sanitary engineering that have fostered specialized programs within what may be considered the area of "Environmental Engineering." Various curricula are proposed by proponents of each of these programs. While all of these have merit, there is wide divergence of opinion that must be resolved. The general framework of these branches is as follows: Environments! Engineering i Water Radiological Air Public Industrial Resources Hygiene Sanitation Health Hygiene Engineering Engineering Engineering Engineering Engineering Much of the divergence of opinion on these specialities is largely a matter of semantics since all have a common objective and the name is an expression of job orientation. The path of Sanitary Engineering education will be influenced to a large extent by a meeting of the American Sanitary Engineering Intersociety Board at Harvard University in June This conference resulted in the following resolutions: 1. A.S.E.I.B. should endorse the accreditation by E.C.P.D. of graduate programs in sanitary engineering, including other engineering programs in sanitary engineering related to environmental health, beginning with Master's programs. 2. To be accredited in sanitary engineering, including other engineering programs related to environmental health at the graduate level, shall not have to offer instruction in more than one of the fields considered by the conference. 3. A resolution favoring these positions should be transmitted to I.C.P.D.

15 7 4. The resolutions and recommendations of this conference should be submitted to I.C.P.D. as guidelines or general criteria for the accreditation of suitable programs. Because of this action, it may be anticipated that accreditation of 5th year programs in sanitary engineering will be done within three to five years. It is essential that consideration be given to establishing curricula depth and breadth that will meet accreditation criteria. This can be accomplished with modification of the existing program. Typical core course offerings must presume baccalaureate degree in engineering and might be as follows for the master of science degree: Chemistry-Biology of Sanitary Engineering Processes 9 credits Advanced Sanitary Engineering Design 6 " Microbiology-Epidemiology 3 " Statistics 6 " Air Sanitation 3 " Radiological Health Problems 3 " Advanced Fluid Mechanics 9 " Thesis 6 " Because of the necessity of a rather broad scientific base, the trend is for a calendar year program for the Master of Science degree. This would entail additional course work in an elective minor and could consist of work from the various scientific or engineering specialities. Extension of this program to the doctoral level is possible by utilizing the many excellent course offerings of other departments in the minor programs. Curricula Needs and Modifications Course work in the various speciality areas listed above must be implemented as the need develops. This implies staff with specialized skills which will be useful in developing advanced course work in elective minors and in conducting research. Increased cooperative programs with other departments are essential in making the variety of course offerings needed, since monetary limitations will prevent such a specialized staff in one department with the enrollment level envisioned. It is suggested that the engineering curricula and other health related science curricula at Oregon State University be examined by a joint committee on Environmental Engineering and Health Related Sciences to determine where such cooperative effort is needed and feasible.

16 8 RESEARCH Role of Research An active research program is the very heart of a successful graduate school. Research develops the competence of the instructors, stimulates the interest of the graduate student, provides needed funds for both student and staff support, and offers a means for introducing the promising undergraduate to the field of sanitary engineering. The research should have the goals of adding useful knowledge to the field, finding some of the answers to the multitude of problems, providing rigorous training for the student, and a means of unifying the knowledge obtained in the formal course work. There is no other scholastic activity which stimulates the student's imagination as much and to which he will willingly devote so much time as an independent research project. Research in sanitary engineering should bridge the gap from the basic scientific disciplines to the conception and design of engineering structures and processes. The basis for research might be divided into two broad categories, the first of these being the basic sanitary engineering sciences and the second being applied sanitary engineering, with no actual line of demarcation between them but rather a blending of the two. The engineer's position in this must be viewed in the proper perspective. A research topic that may be extremely applied to a biochemist may be very basic to an engineer. The engineer should not attempt to perform the work of a biochemist but rather try to interpret and apply the findings of the biochemists to engineering systems. Basic research may find possible solutions to engineering problems but it is the second phase of applied sanitary engineering which will subject these solutions to close scrutiny to determine if they can be incorporated into feasible engineering systems. This second phase is extremely important. To neglect this is to invite disaster with the net result of producing a man unprepared to pursue a sanitary engineering career. Areas of Research Need The specific areas which define the field of sanitary engineering adopted by the American Sanitary Engineering Intersociety Board are: 1. Water supply, treatment and distribution. 2. The collection, treatment and disposal of community wastes, viz., sanitary sewage, industrial wastes and refuse, including salvage and reclamation of useful components of such wastes.

17 9 3. The control of pollution of surface waterways and ground waters and of surface and subsurface soils. 4. Milk and food sanitation. 5. Housing and institutional sanitation. 6. Insect and vermin control or erradication. 7. Rural, camp and recreation park sanitation. 8. The control of atmospheric pollution and air quality and of light, noise, vibration and toxic materials. 9. The prevention of radiation exposure. 10. Other fields that have as their major objective the control of environmental factors affecting health. This list encompasses a wide field, yet a man engaged in sanitary engineering may reasonably expect to encounter engineering problems in most of the areas listed above. Because of the broad spectrum of knowledge necessary to productive research, active cooperation of people from the different disciplines is essential. The Water Resources Institute at Oregon State University was created in 1960 to meet this need by promoting close cooperation on research projects between engineers and scientists. Research Growth Rapid expansion in programs supporting research is evident. The magnitude of previous programs and the trend in support is given in a recent summary of the U. S. Public Health Service which has been included here. In evaluating this information in the light of other influencing factors, it is evident that research in environmental health sciences and engineering will grow immensely in the coming decade and may develop into our largest research activity exclusive of medical and defense fields.

18 Progress Report No. 2 - September 1961 A STATISTICAL SUMMARY OF RESEARCH GRANTS IN SANITARY ENGINEERING A N D OCCUPATIONAL HEALTH FOR THE 14-YEAR PERIOD 1947 to 1960 INCLUSIVE This progress report presents summary data on Public Health Service Research Grants awarded in specific areas of sanitary engineering and occupational health, and includes basic information concerning the development of the program. A ten-year statistical study of these research grants was published in the first progress report, January The present report covers the 14-year period 1947 through SEOH Research Grants Program The research grants program of the Public Health Service was established under provisions of the Public Health Service Act of 1944 to meet the expanding needs for research relating to public health. This program, administered by the National Institutes of Health through Fiscal Year 1960, has provided the principal support for research grants awarded in sanitary engineering and occupational health. Additional support has been provided by the Bureau of State Services' Divisions of Air Pollution and of Water Supply and Pollution Control for research grants awarded in their specific fields of interest. Under this combined program, research grants in sanitary engineering and occupational health (SEOH) have been awarded since A total of nearly 1,250 SEOH research grants received support during the Fiscal Years The amount of support for these grants totalled $16.3 million, of which $2.9 million was provided by the Bureau of State Services. Data are presented in this report on the total NIH program and the SEOH program of research grants. In addition, tables and charts provide statistics on the specific SEOH fields of water supply and pollution control, air pollution, milk and food sanitation, general engineering, and occupational health.

19 2 Increasing Support for SEOH Research Grants The support of sanitary engineering and occupational health research grants has increased during the years this program has been in operation, with the most substantial growth taking place in the five-year period 1955 to As illustrated in Figure 1, the first SEOH research grants awarded in 1947 amounted to $66,284. By the end of the eight-year period, 1947 through 1954, the support of these grants had reached a level of $571,136 (an increase of 8.6 times). In the five-year period, 1955 to 1960, the support reached $4,417,586 (a further increase of 7.8 times). During these years, a corresponding growth occurred in the number of SEOH research grants supported: six grants in 1947, 60 in 1955, and 281 in Figure 1 also illustrates the proportion of total SEOH research grant support comprised of those awarded in the specific fields of water supply and pollution control, air pollution, milk and food sanitation, general engineering, and occupational health. While the largest amounts of support continue to be represented by the awards in water pollution and in air pollution, large percentage increases are evident in other fields. Characteristics of SEOH Research Grants The average support of individual SEOH research grants has increased during the period 1955 to 1960, as shown in Table I. In 1955 the average support per grant was $11,306, and in 1960 the support was $17,027 (an increase of 517.). It is evident in Table I that research grants in the field of air pollution were highest in average support during 1960, but these grants do not show a marked increase in cost in comparison with research grants awarded in other fields since The largest increase in average support occurred for grants in the field of occupational health. Review of SEOH Research Grant Applications Applications for research grants are assigned by the NIH Division of Research Grants to a study section, comprised largely of non-federal scientific consultants, for technical review and evaluation. Statistical data presented in this report include only applications assigned to the Sanitary Engineering and Occupational Health Study Section.

20 3 Figure 1 RESEARCH GRANTS IN SANITARY ENGINEERING AND OCCUPATIONAL HEALTH Support in. ml I Horn of dollars C O M P A R IS O N OF AVERAGE SUPPORT OF SEOH RESEARCH G R A N T S Table 1 FY 1955 No. of Grants Amount Average Water Supply and Pollution Control 34 $259,029 $ 7,618 Air Pollution 6 124,579 20,763 M ilk and Food 8 70,052 8,756 General Engineering 4 48,719 12, 179 Occupational Health _8 57,747 7,218 Total 60 $560,126 $11,306 FY 1960 N o. of Grants Amount Average Water Supply and Pollution Control 130 $1,668,776 $12,837 Air Pollution 66 1,450,448 21,976 M ilk and Food , ,489 General Engineering 5 83,368 16,673 Occupational Health ,600-21,163 Total 281 $4,392,570 $17,027

21 4 This study section has had several designations since the beginning of the Public Health Service research grants program: Sanitation Study Section to 1949 Environmental Health Study Section to 1953 Public Health & Sanitation Study Section to 1955 Sanitary Engineering & Occupational Health to 1960 The Chairmen of these study sections and their terms of office: Mr. V. M. Ehlers, Texas Dept, of Health to 1951 Dr. G. M. Fair, Harvard University to 1954 Dr. H. F. Vaughan, University of Michigan to 1958 Dr. J. E. McKee, California Inst, of Technology to 1960 Progress Report No. 2 Research Grants in Sanitary Engineering and Occupational Health 1947 to 1960 Inclusive Prepared by Harry A. Faber, Chief, and Edith M. Perruso, Program Analyst Research and Training Grants Branch Division of Water Supply and Pollution Control September 1961

22 Figure 2 PHS RESEARCH GRANTS SUPPORT, TOTAL GRANTS AND SEOH Support in millions of dollars Table 2 - Sanitary Engineering and Occupational Health Research Grants and Total PHS Research Grant Program (See Figure 2) Fiscal Year Total NIH Research Grant Program SE OH Program No. of Grants Amount No. of Grants Amount % of NIH $ 794, % ,577,000 6 $ 66, % ,559, , % ,076 10,868, , % ,468 13,274, , % ,660 16,881, , % ,812 18,365, , % ,084 20,936, , % ,855 29,951, , % ,256 35,163, , % ,430 39,409, , % ,186 80,906, ,997, % ,028 99,481, ,246, % , ,628, ,781, % ,099, ,417, % Totals 53,080 $721,891,000 1,247 $ 16,276, % Notes to Table I. The lists of research grants during the ten-year period include 15 research grants amounting to $79,776 identified as chairman grants, administratively approved, for the operation of the study section. The listings for 1957 through 1960 does not include chairman grants. The figures for the one-year period of 1960 include 2 research grants amounting to $25,016 identified as special SEOH grants.

23 Figure 3 PHS RESEARCH GRANTS IN SANITARY ENGINEERING Number of applications submlttadond 240 *- num^8r approved by fiscal yean Table III - Sanitary Engineering and Occupational Health Research Number of Applications Submitted - by Study Sections (See Figure 3) Grants teal Year First S.S. Second S.S Third S.S. Total No. Meeting Meeting Meeting Submi tted I Table III A - Sanitary Engineering and Occupational Health Research Gram* Number of Applications Approved - by Study Sections (See Figure 3) Fiscal Year First S.S. Meeting Second S.S. Meeting Third S.S. Meeting Total No. Approved Percent Applications Approved n X

24 Figure 4 PHS RESEARCH GRANTS IN SANITARY ENGINEERING Support In m illions of dollars by fiscal years 51- Table IV - Sanitary Engineering ancf Occupational Health Research Grants Number and Support of New and Continuing Grants (See Figure 4) Fiscal Year New Grants Continuing Grants Number Amount Number Amount $ 66, , , , , , , , , , , , , , , , , , , ,565, , ,678, , ,978, , ,200, ,217,558 Totals 753 $10,422, $5,853,462

25 8 Figure 5 PHS RESEARCH GRANTS IN SANITARY ENGINEERING Support in millrons of dollars by fiscal years Table V - Water Supply and Pollution Control Research Grants and All Other SEOH Research Grants (See Figure 5) Fiscal Year WS and PC Grants All Other Grants Number Amount Number Amount $ 56,634 3 $ 9, , , , , , , , , , , , , , , , , , , , ,254, , ,431, ,294, ,487, ,668, ,748,810 Totals 666 $6,592, $9,683,402

26 9 Figure 6 PHS RESEARCH GRANTS IN SANITARY ENGINEERING Support in m illions of dollars by fiscal year Table VI - Air Pollution Control Research Grants and All Other SEOH Research Grants (See Figure 6) Fiscal Year Air Pollution Grants All Other Grants Number Amount Number Amount $ 66, $ 7, , , , , , , , , , , , ; , , , , , ,103, , ,330, ,314, ,467, , ,967, 138 Totals 257 S5,367, $10,908,384

27 10 Figure 7 PHS RESEARCH GRANTS IN SANITARY ENGINEERING Support in m illion* of dollar* by fiscal year 5 T Table V II - General Engineering and Milk and Food Research Grants and All Other SEOH Research Grants (See Figure 7) Fiscal Year Gen. Engr. Grants Milk and Food Grants All Other Grants Number Amount Number Amount Number Amount , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,798, , , ,952, , , ,072, _5 83, , ,609,840 Totals 41 $531, $1,999,582 1,042 $13,745,141

28 11 Figure 8 PHS RESEARCH GRANTS IN SANITARY ENGINEERING Support in m illions of dollars 5 r- by fiscal year ( 1 A ll other grants Occupational Health I a Table VIII - Occupational Health Research Grants and All Other SEOH Research Grants (See Figure 8) Fiscal Year Occupational Health G rants All Other Grants Number Amount Number Amount $ 31,089 46,611 45,500 62,513 33,143 39,043 42,653 57,747 8, , , , ,600 6 $ 66, , , , , , , , , , ,835, ,025, ,317, ,951,986 Totals 102 $1,679,479 1,145 $14,596,849

29 10 EXTENSION AND PUBLIC SERVICE Extension of knowledge through the mediums of formal course work in extension courses, training institutes, short schools, seminars and correspondence is a defined responsibility of land grant institutions. Several significant activities are now being conducted and others are needed which are discussed in this paper. Graduate Engineering Extension The extension activities of the school of engineering were expanded in 1959 by extending a Master of Science degree program in engineering to the Portland area. This program permits engineers to complete degree requirements in evening classes without residence requirements on the OSU campus. Offerings are made in civil engineering, electrical engineering, industrial engineering and mechanical engineering. Course work in sanitary engineering can be included in this program. Oregon State University Short Schools. Oregon State University, with the cooperation of the Oregon State Board of Health, the Oregon State Sanitary Authority, and the League of Oregon Cities, conducts annual short school training programs for sewage works operators, water works operators and sanitarians. The purposes of these short schools are to reduce the hazards to public health and to promote plant and system operation in an efficient and economical manner to obtain maximum benefit from the public s investment in these facilities. These purposes are accomplished by teaching classes to water works and sewage works operators in fundamental processes, laboratory techniques in the control of processes and practical aspects of plant operation and maintenance. The role of the University has been to make such short schools available. Instruction is conducted by engineers from state agencies and industry, and by the operators themselves. Attendance at these short schools has increased during the past few years and has included persons from other states and British Columbia.

30 11 Short School Attendance for Past Five Years Short School Sanitarians Water Works Sewage Works In addition to the above courses which are offered annually, short schools are also given at irregular intervals for city engineers, building inspectors, and practicing sanitary engineers. The Pacific Northwest Industrial Waste Conference is alternated between schools and will be given at Oregon State in the spring of Needed Program Expansion A serious void exists in two critical educational areas in which the university should lead. These are seminar and training programs that provide for 1. Exchange of information and cross fertilization of ideas between industry, government and the university. High level seminar and symposia should be conducted on engineering problems related to the industrial and domestic development of the Pacific Northwest. Problems of water supply, waste disposal, air pollution, metropolitan planning, and others should be included in such programs. 2. High level training institutes to update the engineer s knowledge of developments within his field should be conducted at the university. The first such activity will be conducted for sanitary engineers as a Summer Training Institute in August 1962 and will include rigorous course work in water quality, radiological health surveillance and air pollution. Other cooperative programs should be developed with the USPHS and other agencies to cover critical areas in environmental sciences and engineering. This activity would blend with the training program proposed by the Public Health Service at the Water Pollution Research Laboratory.

31 12 SUPPORT FACILITIES Present Situation Adequate facilities are essential to implement the enlarged program of teaching and research in Environmental Engineering that will be stimulated by greater federal support of (a) Environmental Engineering and related sciences, (b) the presence of the USPHS Water Pollution Research Laboratory on the Oregon State University campus, and (c) other influencing factors discussed in this report. Because of the great emphasis being placed upon resource conservation and environmental engineering and sciences at the national level, an excellent opportunity exists to obtain federal support for construction of needed facilities. Present sanitary engineering facilities are housed in Apperson Hall, which was constructed in They consist of one newly renovated graduate laboratory of 625 square feet and two older laboratories which are quite substandard and contain approximately 1800 square feet of floor space. While these facilities are serviceable for the present modest program, they are not adequate for an expanded program. Their remaining useful life is limited because of the age of the structure. Extensive renovation would be necessary to modernize the older laboratories into useful units. However, they could be converted into quite useful pilot plant research laboratories at a somewhat lesser cost. Facility Needs Several alternate plans might be considered to provide necessary facilities. These should be considered in the light of other campus needs and programs and are as follows: 1. Construction of facilities as a wing of a new engineering building housing the Civil and Mechanical Engineering Departments. 2. Construction of facilities as a wing of a new Civil Engineering building. 3. Construction as a wing of a new building for Environmental Engineering and Health Sciences. 4. Construction of new basic facilities and renovation of other spaces that will serve an ancillary function.

32 13 The total of facilities needed in such a program are given in the following table. Preliminary Estimate of Total Needed Facilities Function Number Required Capacity Persons -Area Ftz/person Total Area Ft2 Undergraduate Laboratory (instructional) Graduate Laboratory Research Laboratories Special Instruments Laboratories Pilot Plant Laboratories Water - Air Staff Offices Clerical Space Shop and Storage Reference Room Computational and Drafting Offices (Student) Conference Rooms J L Classrooms Auditorium * General purpose space available for other university functions.

33 14 Based on recent construction the estimated costs of these facilities would range between $500,000 to $700,000, contingent upon the use made of existing space. Much of this cost could be supported by federal grants In addition to the above space, a more adequate Hydraulics Laboratory is badly needed as an auxiliary facility to this program and for other instructional and research purposes of the Civil and Mechanical Engineering Departments. Since such a laboratory presents additional problems beyond the scope of this report, it is not discussed in further detail at this time. Discussion of space Laboratories and assigned use spaces are specialized facilities necessary to conducting the Environmental Engineering Program. However, considerable flexibility and opportunity for efficient use exist by making use of certain spaces in other joint programs. These include auditorium, classroom, reference room, conference room, and shop spaces. However, the size of this would need to be considered for larger joint use programs. At the onset, use of existing space (with renovation) is possible. However, the growth of the university is such that classroom and auditorium space will be crowded in the foreseeable future. Since it will be extremely advantageous to have the space suggested available as a unit, inclusion of the above classroom and auditorium space in initial plans is desirable. Laboratory spaces are needed for both instructional and research purposes. Functionally these may be divided into one undergraduate laboratory for instructional use, one graduate laboratory for instructional and research use by Master of Science level students, and four smaller research laboratories for use of PhD students and staff working on advanced research projects. In addition, two special instrument laboratories for housing radiological equipment, gas chromatographs, spectrophotometers and other specialized equipment are visualized. Cooperating Organizations Excellent cooperation with the Oregon State Sanitary Authority, Oregon State Board of Health, U. S. Public Health Service, municipalities and industry, which has been established over many years, has resulted in making many of their facilities available for research use. In Corvallis, two city-owned water treatment plants and one sewage

34 15 treatment plant are available for field studies use. Equal opportunities exist at other municipalities and industrial organizations for cooperative research programs. It is also anticipated that many opportunities will exist for cooperative programs with the new USPHS Water Pollution Research Laboratory soon to be constructed on the University campus.

35 1 6 FINANCIAL NEEDS To accomplish the objectives of the program at Oregon State University, it is imperative that a sound fiscal plan be developed. It is anticipated that the total of support needed annually from all sources for basic operation in sanitary engineering will approach $250,000 by the period. The following discussion will address the fiscal needs and problems associated with administering such a program in the areas of: Teaching Research Graduate Student Support Undergraduate Student Encouragement Extension and Public Service Basic Operational Costs for facilities, technicians, secretarial and operation An estimate of the magnitude of support needed and a possible distribution by activity and source is given by Table 1. These data are included here for discussion purposes only and should be viewed as flexible, tentative, and representative of a division of responsibility.

36 Table 1 ESTIMATED MAGNITUDE OF NEEDED FINANCIAL SUPPORT FROM ALL SOURCES by 1968 For Basic Program 1962 Cost Index Cateqory Administratec State by University or Cooperative Federa1 Industry and other Instruction Staff 30,000 10,000 Operational and Equipment 10,000 10, Research Staff 15,000 20,000 - Operational and Equipment 5,000 20,000 - Direct Assistance to Student Graduate Research Assistants 20 Master of Science 10,000 28,000 7,000 25,000 6 PhD 20,000 4,000 Undergraduate Research Scholarships 2,000 2,000 Public Service Staff 12, Operational 3, Technicians 6,000 6,000 Secretarial 5,000 4,000

37 18 Source of Operational Funds Since many excellent support programs now exist and new programs are frequently being introduced, discussion here is limited to general areas instead of specific program titles which change from time to time. Descriptions of some of the existing programs will be found in a booklet appended to this paper. The basic avenues of support may be listed as: 1. State budgeting appropriations. 2. Federal. a) Research grants to institutions. b) Training grants to institutions. c) Traineeship and fellowships to student. d) Facilities grants to institutions. 3. Local and state agencies and industry. a) Research contracts. b) Cooperative research and student employment. c) Direct assistance to students. Utilization of these support mechanisms involves several factors that need to be reviewed critically. These are: 1. Availability of funds for specific activity. 2. Continuity of support. 3. Time order of availability. 4. Restrictions imposed. 5. Administration procurance. These problem areas are discussed in greater length in the following categories and are presented in Table 2 in key word form.

38 iable z Problem Area State Federal Local and State Aqencies and Industry 1) Availability of funds for: teaching staff good but limited to academic year short term support for training grants only none Research staff none only as associated with specific projects only as associated with projects Research projects small-seed money only qood modest participation Extension and public service Graduate student support none specifically absorbed as regular responsibility modest support of research and teachinq assistants none good - but local control needed for effective use no funds but very excellent cooperation on projects and in summer Undergraduate student encouraqement none some through NSF and use on projects very small - some summer employment Basic program support modest-difficult to obtain equipment, buildings & support personnel none - except as project associated none 2) Continuity of support good one established 3) Time order of availability good - requires advance planning 4) Restrictions imposed difficult in area of purchasing and supporting staff presents a difficult problem poor - money frequently too late to be effective excellent relationship none unreliable b) Administration and procurement fair - channels established relatively high - projects considered separately relatively high - projects considered separately

39 20 State Federal 1. Present trend. State funds, at present, are limited largely to teaching activities during the academic year. No significant support is available for a research staff and research support is restricted to seed money and modest funding of graduate research assistants through the Engineering Experiment Station. Basic program support is modest, particularly for technician type personnel, equipment and facilities. Apperson Hall, the existing structure, is inadequate to facilitate program needs and replacement is needed. No plan for this exists at this time. Continuity of state support and time order of fund availability are good once established, since channels of administration are identified. Restrictions on purchasing make effective use of grant funds extremely difficult, especially on short duration grants. 2. Needed improvements. The greatest single need is for recognition that the responsibilities of teaching, research and extension are full time jobs and cannot be successfully pursued by part time support. Basic support of academic and research staff, together with adequate technician and clerical help on calendar year appointments, is needed. A vigorous program of facility expansion and modernization or replacement and equipment renewal is a must if we are to keep pace with rapidly growing and increasingly complex technology. Means for financing this with federal participation are available. Restrictions on purchasing and other use of non state funds should be streamlined and greater local control permitted to permit effective use of funds. 1. Present trends. Federal support of teaching staff is largely limited to training grants for opening new areas. These programs are effective if participated in by the state. Research staff support is for short duration as associated with specific projects that must be renewed each year with tenure of recommended support seldom made beyond three years. However, the level of support for projects is excellent. Support of graduate students is good but could be much more effectively used if greater local control were permitted. Application

40 21 procedures and the late dates of appointment on traineeship programs frequently prevent obtaining top caliber students who are actively sought by other groups. Some undergraduate student support is available through NSF. Continuity of support and time order of availability of funds are inadequate on federal grants. The time of making grants and assurance of obtaining them prevent offering top quality personnel the type of job security they demand. Grant programs have relatively few restrictions and are excellent in this respect. Administrative costs of fund procurement and utilization are relatively high on federal grants since each is administered as a separate project. University business officials have computed indirect project costs to be approximately 42 percent. This does not include staff time and facilities used in applying for grants which at times is a very significant use of this resource. 2. Needed Program. The federal support programs are excellent and indeed medical, scientific and engineering research could not exist on a reasonable plane without them. However, several improvements are needed which would enhance their use and effectiveness. These are: a. Support of university research programs by discipline instead of individual projects. b. Long term support for periods of 5 years or greater to permit continuity of staff employment. c. Greater local control of student stipend and assistance programs to permit recruitment of top quality students. d. A greater sharing of recognition of responsibility in building programs with state and private universities by participating in basic support of programs of staff and ancillary facilities. Local and State Agencies and Industry. 1. The above groups have interest in research and extension. Cooperation on extension programs has been excellent by way of participation and encouragement. However, no direct financial assistance is available. The tax structure and expanding market have made it possible for industry to support large in house

41 2 2 research programs and as a result their support of research at universities is modest except for a few isolated "research institute" type of installations. Research support by local and state agencies is modest and cannot be used as a reliable source of program support at this time. These groups, in general, have enforcement or operational responsibilities and do not recognize or budget for research as a responsibility. Excellent cooperation does exist, however, and many students gain valuable experience through summer employment. Such research programs as do exist have few restrictions imposed. The same problem of relatively high indirect costs exists as described under federal grants.

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