Beth (Ann E.) Wittig
Ph. D. in Chemical Engineering (UT Austin, 1998)
Assistant Professor

Contact Information:

Office: (212) 650-8397
Steinman Hall T-104

Laboratory (212) 650-7890
Marshak Hall J-901






Undergraduate classes                                               Semester and Year

CE 35000 Fluid Mechanics                                    S06

CE 37200 Environ. Impact Assessment                  F04, S05, F05, S06, F06

CE 38000 Environmental Engineering         F03, S04 (air pollution only)


Graduate classes

      CE H8300 Air Pollution and Control                       S04, S05, F06

      CE G8400 Air Quality Modeling                             F05


Guest lectures

      EAS 31000 Environmental Field Project                 F04, F05

“Semi-continuous measurement of ambient particle size distributions.”

“Continuous measurements of criteria gas pollutants.”

CE 59910 Senior Design                                        F05, F06

       “Environmental impact assessment of the Goethals Bridge modernization project.”


Novel curriculum development

CE 37200 “Environmental Impact Assessment”

EIA is a required course for CE undergraduate students, developed in Fall 2004 to motivate environmental accountability in structural and transportation, and water resource engineering students. The EIA course introduces environmental concepts as a means to perform environmental assessment, a practice employed by engineers of all specializations to develop more sustainable engineering designs. The course focuses on the environmental media of greatest relevance to EIA, namely air, water, soil, and sound; the physical and chemical descriptions of these media; and the transport and transformation of pollutants in and across these media.  Environmental engineering practices to reduce these pollutant concentrations at the source or in the environment are topics of advanced study, introduced in the course to make students aware of conventional means to mitigate environmental impact. The primary goals of the EIA course are to engage all CE students regardless of their specialization, and create an interdisciplinary forum to discuss and evaluate some of the social, economic, and environmental issues associated with CE projects. The secondary goals of the course are to prepare students for two higher level required courses, and promote the utility and importance of environmental engineering and thus recruit more students into the field of study.


Paper presented at ASEE, Environmental Engineering Division to highlight this novel course: Wittig , A. (2006). Using environmental impact assessment to introduce environmental engineering to traditional Civil Engineering undergraduate students.” ASEE Annual Conference, June 18-21, 2006 , Chicago IL . (major)


Engineers Without Borders – CCNY Student Chapter Design Projects

In addition to providing a real service to people in need, EWB also provides our students with meaningful hands-on problem-based learning opportunities. EWB provides an opportunity to apply skills developed at CUNY to a real problem in a real environment: engineering design, economic analysis, and professionalism. The City College chapter struggled with the design implications of the findings that there was only 10 feet of difference in the elevation of the source and the community, that the pipeline would have to follow a tortuous path since the terrain was hilly and random portions of the path could not be excavated, and that erosion management on steep reaches of the path would be critical to maintain the integrity of the pipeline. EWB also provides an opportunity to develop skills seldom taught in any classroom: Proposal writing, project management, truly multi-disciplinary collaboration, assessment of social and economic impact, and social responsibility. Social responsibility is especially relevant in their current project, since the assessment results did not confirm the need for microbial disinfection, and since the community would need to be able to operate the system on their own after the students completed their design. A final type of learning opportunity is the incorporation of green and sustainable design and implementation practices into the projects. These opportunities are prominent in EWB projects, since the students are responsible for purchasing and transporting all supplies.


Paper to be presented at ASEE Annual Conference to highlight this novel pedagogical opportunity: Wittig , A. (submitted). “Problem-based learning opportunities through Engineers Without Borders.” ASEE Annual Conference, June 24-27, 2007 , Honolulu Hawaii . (major)