Gannon, P., & Anderson, R., & Spengler, J. W., & Plumb, C. (2015, June), Exploring Contemporary Issues in Sustainable Energy  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24062

\bibitem{asee_peer_24062}
  Gannon, P., \& Anderson, R., \& Spengler, J. W., \& Plumb, C. (2015, June), \emph{Exploring Contemporary Issues in Sustainable Energy}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.24062

Paul Gannon, Ryan Anderson, Justin W Spengler, and Carolyn Plumb.  "Exploring Contemporary Issues in Sustainable Energy".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/24062 Internet.  23 Dec, 2024

\bibitem{asee_peer_24062}
  Paul Gannon, Ryan Anderson, Justin W Spengler, and Carolyn Plumb.
  "Exploring Contemporary Issues in Sustainable Energy".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/24062 Internet.  23 Dec, 2024

@INPROCEEDINGS{asee_peer_24062
author = "Paul Gannon, Ryan Anderson, Justin W Spengler, and Carolyn Plumb"
title = "Exploring Contemporary Issues in Sustainable Energy"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/24062}
number = {10.18260/p.24062}
}

TY  - CPAPER
AB  -                  Exploring Contemporary Issues in Sustainable EnergyAbstract:        In this study, two unique chemical engineering courses were compared in terms ofindividual student responses to standardized questions before and after in-class online research,in addition to their active discussions. The two courses, both focused on “sustainable energy”,were a 100-student 1st year science-core course with primarily non-science majors, and a 40-student 4th year technical elective course with primarily senior-level engineering majors. The in-class online research and discussions were structured in a manner to focus on five issues(science/engineering, environmental, social, economic, and political) related to hydraulicfractured oil/gas well stimulation, or “fracking”. This topic was chosen as a contemporarysocietal issue with significant engineering considerations. Questions were aimed at identifyingstudents’ understanding of basic science and engineering concepts, as well as gauging opinionson the practices and policies related to fracking. Following initial questions, students werepresented basic related science and engineering information in video format. Students, pre-assembled into equal-sized groups, then conducted individual online research focusing on thespecific issue to which their group was assigned. Student scribes were self-identified within thegroups to compile and distill information collected during online research, which theysubsequently shared in open discussion. Students were then asked identical questions followingthe discussion, in addition to rating the effectiveness of the class format on their individuallearning. In general, students’ basic understanding of fracking improved significantly, theiropinions on the topic shifted from neutrality, and the majority agreed that the format waseffective in their learning. Additional results from comparing the two courses, as well asexamples of student-generated materials are presented and discussed in context of improvingapproaches to exploring contemporary issues in engineering courses.
AU  - Paul Gannon
AU  - Ryan Anderson
AU  - Justin W Spengler
AU  - Carolyn Plumb
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - Exploring Contemporary Issues in Sustainable Energy
UR  - https://peer.asee.org/24062
DO  - 10.18260/p.24062
ER  -