Professor Miklas Scholz
School of Science, Engineering and Environment
Chair in Civil Engineering
Miklas Scholz, cand ing, BEng (equiv), PgC, MSc, PhD, CWEM, CEnv, CSci, CEng, FHEA, FIEMA, FCIWEM, FICE, Fellow of IWA, is Prof. in Water Resources Engineering at Lund University, Sweden. He also holds the Chair in Civil Engineering at The University of Salford, UK. He is the Head of the Civil Engineering Research Group in Salford.
He has published three books and 209 journal articles. Since 2009, he tops the publication list in terms of numbers for all members of staff at The University of Salford. Prof. Scholz’s full journal article publications in recent years are as follows: 2009 (13), 2010 (19), 2011 (13), 2012 (21), 2013 (17), 2014 (15), 2015 (17), 2016 (14) and 2017 (16).
He publishes regularly in the following journals with high impact factors: Bioresource Technology, Building and Environment, Construction and Building Materials, Desalination, Ecological Engineering, Environmental Modelling & Software, Environmental Pollution, Industrial & Engineering Chemistry Research, Journal of Chemical Technology and Biotechnology, Journal of Environmental Management, Landscape and Urban Planning, Science of the Total Environment and Water Research. Prof. Scholz has total citations of more than 4311 (above 2895 citations since 2012), resulting in an h-index of 32 and an i10-Index of 101 (22 August 2017).
Prof. Scholz is an Editor, Sub-editor and Editorial Board member (no double counting) of 20, 7 and 67 journals, respectively. Miklas has a currently active income of usually £400,000. His income over the past six years is typically £1,700,000. This includes research and other grants, and consultancy.
Areas of research
Civil Engineering, Constructed Wetland, Environmental Engineering, Sustainable Drainage System, Water Resources Engineering
This section briefly reflects on Prof. Scholz’s qualifications concerning teaching activities focusing on tuition and education. Evidence of his long-term ability to support and facilitate student learning and to reflect on his teaching practice using knowledge about teaching and learning is self-evident, considering that he successfully teaches in different capacities for almost 20 years.
Effort to develop his teaching practice through cooperation and interaction with other colleagues has also been demonstrated. This is particularly self-evident, where he refers to activities during his appointments at The University of Edinburgh (as a senior lecturer) and at The University of Salford as the Chair in Civil Engineering.
His teaching and related educational activities are directly informed by latest research in the subject matter concerned. Particularly his postgraduate students appreciate a teaching style based on research-informed workshops, integrated design exercises and dynamic group work activities. Unless absolutely necessary, he avoids giving standard lectures based on countless PowerPoint slides with little student staff-interactions.
His personal basic teaching approach is based on a modern and liberal philosophy to learning, where taking initiative and responsibility are high on the agenda. His philosophy is informed by knowledge about teaching and learning, which he acquired through formal training in teaching in higher education and through knowledge and methodology development in my subject area.
His CV comprises relevant evidence, which is directly related to his teaching, education and supervision expertise. Important aspects of my own basic approach to undergraduate and particularly postgraduate teaching are outlined where appropriate. His reflection is based on personal experience of teaching and learning in higher education on all levels including research studies undertaking by groups of students (all levels).
His plans for the future are to continue with his unique teaching style, but to be guided by my more teaching-active colleagues to pitch his teaching at the right level, and to adjust to new developments in the education sector. The overall aim is to optimise student feedback and student progression.
Civil Engineering Communications 1 (co-lecturing; approximately 80 to 110 students; 2011-2015)
Civil Engineering Design Exercise 1 (approximately 90 to 110 students; 2012-2016)
Civil Engineering Design Exercise 3 (new notes; approximately 90 to 100 students; 2011-2016)
Water Resources Technology (lecturer; re-written full course including class tutorials; substantial lecture notes of 400 pages; 40 hours contact time per annum; 3rd year; approximately 80 to 100 students; 2011-2013).
Case Studies in Environmental Engineering (co-lecturer; re-written full course including class tutorials; 20 hours contact time per annum; 3rd year; approximately 60 to 100 students; 2013-2016).
Water and Wastewater Systems (lecturer; pre-dominantly a self-study course; 40 hours contact time per annum; 4th year; approximately 8 to 20 students; 2012-2016).
Final Year Project (completely new course structure and documentation; administrative duties and supervisor; 4th and 5th year; average of 20 hours contact time; 2010-2015).
Civil Engineering Dissertation (supervision of approximately 3 to 15 year 3 and 4 individual projects; 2010-2016).
Water and Waste Water Treatment (co-lecturing; new notes; 5 MSc students; 2011-2012).
PhD in Civil Engineering Study Skills (lecturing; new notes; approximately 10 to 15 PhD students; 2012-2014).
Project Research Methods Training (tutoring; new notes; approximately 90 to 100 students, 2013-2015).
Prof. Scholz has shown individual excellence evidenced by world-leading publications, postgraduate supervision and research impact. His main research areas in terms of publication output are as follow: treatment wetlands, integrated constructed wetlands (ICW), sustainable flood retention basins (SFRB), permeable pavement systems, decision support systems, ponds and capillary suction time. About 48% and 46% of his research is in wastewater treatment and water resources management, respectively. The remaining 6% are in capillary processes and water treatment.
His SFRB concept assesses the multi-functionality of all large water bodies with particular reference to their flood and diffuse pollution control potential. A novel and unbiased classification system allows all stakeholders to clearly define the purpose of a water body that can be classed as an SFRB. Communication among stakeholders regarding the most appropriate management of SFRB is greatly enhanced. Moreover, the SFRB concept addresses the need to assess the flood control potential of all European water bodies as part of new legislation.
His research has led to the incorporation of findings into national and international guidelines on wetland and sustainable drainage systems. The greatest impact has been made in the area of ICW in Ireland, Northern Ireland, Scotland and England. Prof. Scholz contributed to the design guidelines of wetland systems as a research consultant. The guidelines assist managers in all aspects of ICW planning, design, construction, maintenance and management. Moreover, specific guidelines were written for ICW used by farmers to treat farm yard runoff in Scotland and Northern Ireland, and Ireland. These guidelines are specifically mentioned in national legislation.
The guidelines on SFRB and ICW have led to the international uptake of both the SFRB and ICW concepts and the researched hybrid SuDS. This work has particularly benefited the British Isles, and Central and Northern Europe. For example, ICW are now being constructed in Belgium, Germany, the United States of America and China.
DSc (part-time) in Civil Engineering at The University of Salford; 2015-2017.
PgC (part-time) in Higher Education Practice at the University of Bradford; first class; 10/2000-09/2002.
PhD (25 months) in Civil Engineering at The University of Birmingham; pass with minor modifications; 10/1995-11/1997.
MSc in Water Resources Engineering at City University (London); first class; 10/1994-09/1995.
‘Vordiplom’ in Civil Engineering (recognized as first degree by the Engineering Council in 2002) at the Technical University of Berlin; upper second class; 10/1991-09/1994 (including preliminary studies at the Technical University of Kaiserslautern).
Professional Qualifications and Memberships
Since 2012, Fellow Member of the International Water Association (IWA).
Since 2010, Fellow Member of the Institution of Civil Engineers (ICE).
Since July 2007, Fellow Member of The Chartered Institution of Water and Environmental Management (CIWEM). Registered as a Chartered Water and Environmental Manager via CIWEM.
Since 2005, Fellow Member of the Institute of Environmental Management and Assessment (IEMA); Affiliate Member of IEMA in 2004; Member of IEMA in 2005.
Since 2004, Registration as a Chartered Environmentalist via CIWEM.
Since 2004, Registration as a Chartered Scientist via CIWEM.
Between 2003 and 2010, Member of ICE.
Since 2007, Fellow Member of the Higher Education Academy.
Since 2002, Registration as a Chartered Engineer via CIWEM.