Continuing Evaluation of Undergraduate Engineering Students' Perspectives on Renewable Energy: A Two-Year Study
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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June 26, 2024
- Conference Session
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Environmental Engineering Division (ENVIRON) Technical Session 3 - Innovative Pedagogy
- Tagged Division
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Environmental Engineering Division (ENVIRON)
- Page Count
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19
- DOI
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10.18260/1-2--47072
- Permanent URL
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https://peer.asee.org/47072
- Download Count
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163
Paper Authors
Hang Song Auburn University
Karen McNeal Auburn University
Dr. McNeal conducts research in geoscience education investigating how people think and learn about the Earth. She conducts quantitative and qualitative methods to assess people's understanding, perceptions, and behavior about complex environmental systems. She has published 65 peer-reviewed articles and secured more than $25M in external funding.
John T. Solomon Tuskegee University
Dr. Solomon is a Full Professor in the Mechanical Engineering department of Tuskegee University (TU), AL. He received a Ph.D. from Florida State University (FSU) in 2010. Dr. Solomon's research interests include high-speed flow control, actuator development, experimental fluid mechanics, micro-scale flow diagnostics, and engineering education. He holds three US patents on high-frequency microactuator technologies developed for high-speed flow control applications. The National Science Foundation has supported Dr. Solomon's research through grants such as the Research Initiation Award, Excellence in Research (EiR), and Improving Undergraduate STEM Education (IUSE). He was selected as a summer faculty research fellow at NASA Jet Propulsion Laboratory, California Institute of Technology (Caltech), in 2019 and 2020.
Lauren E. Beckingham
Auburn University
orcid.org/0000-0002-8433-9532
Kelly Lazar
Clemson University
orcid.org/0000-0001-6403-5649
Kelly Lazar is an Assistant Professor of Engineering and Science Education at Clemson University with a joint appointment in Environmental Engineering and Earth Sciences. Her research largely focuses on recruitment and retention of STEM students through the use of experiential learning opportunities such as virtual reality, field experiences, and undergraduate research opportunities. Her education includes a B.S. in Geology from North Carolina State University, a M.S. in Geological Sciences from East Carolina University, and a Ph.D. in Geological Sciences from The Ohio State University.
Abstract
This study meticulously probes the evolution of engineering undergraduates' attitudes and skills related to renewable energy and sustainability over two years at two institutions in the Southeastern United States. Data were intensively collected in two phases – fall 2022 and spring 2024 – amassing over 250 initial and upwards of 200 follow-up responses. This rigorous effort culminated in over 150 complete and matched datasets subjected to detailed examination. A bespoke, five-part survey was employed to capture the complex spectrum of students' attitudes. Our analytical approach incorporated ANOVA; these results indicated minimal group variances across most survey dimensions, hence suggesting a uniformity in perceptions. Paired sample tests brought to light a minor, but statistically significant increase in sustainability-related knowledge. The educational methods employed included hands-on projects, seminars, and group assignments focused on various aspects of renewable energy and sustainability. These incremental yet impactful changes highlight the potential of precise educational strategies to effectively mold student perspectives towards sustainability. By integrating solid statistical techniques and delving into the broader educational implications, this study provides valuable insights into the refinement of a sustainability-centered engineering curricula.
Song, H., & McNeal, K., & Solomon, J. T., & Beckingham, L. E., & Lazar, K. (2024, June), Continuing Evaluation of Undergraduate Engineering Students' Perspectives on Renewable Energy: A Two-Year Study Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--47072
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