unavailable to drink and 1.2 billion people lack safe water to consume while 2.6 billion donot have access to adequate sanitation. Just to emphasize the comparison between the haves andhave-nots: “Just one flush of a toilet in the West uses more water than most Africans have to performan entire day's washing, cleaning, cooking and drinking.1” Waterborne illnesses from polluted waterkill more than 1.6 million young children each year, according to UNICEF.Many organizations have targeted clean water as a priority goal. Rotary International, whose pastfocus on eradicating polio in the world has been wildly successful is moving its emphasis to cleanwater. Rotary's 'Safe Water Saves Lives, Solar Water Purifier' project, now in its sixth year, hasprovided
the ASCE Body of KnowledgeIn 2008, ASCE released the second edition of the Body of Knowledge (BOK2) for CivilEngineersvii. Reflecting the Visions of ASCE and NAE, BOK2 requires that all Civil Engineersmaster sustainability: Page 13.1129.3 The 21st century civil engineer must demonstrate an ability to evaluate the sustainability of engineered systems and services, and of the natural resource base on which they depend; and to design accordingly.There are specific requirements for both academic undergraduate preparation, and for early-career development; these are summarized in Table 1.Clearly, the notion of Natural Resources pervades these
the current barriers to integrating sustainability into engineeringeducation – creating effective learning materials and proving the effectiveness of new teachingstrategies – that enables engineering faculty to more easily incorporate sustainability approachesinto curricula. The objectives of the project are to design, develop, implement, disseminate, andassess the success and effectiveness of the proposed transformational learning practices and peer-to-peer networks. The paper begins with a brief overview of the entire project and then focuseson: 1) the components of a new textbook created for an Introduction to EnvironmentalEngineering course and 2) identical Green Engineering courses to be offered at partneruniversities that build upon the
onABET criteria to institute a Body of Knowledge (BOK) for civil engineering graduates.The ASCE-BOK [1] promulgates a wide variety of academic ideas and philosophies,including use of 15 program outcomes comprised of the eleven contained in ABETCriteria 3 a-k, and four additional outcomes on specialized areas of civil engineering;project management, construction, and asset management; business and public policy;and leadership. Table 1 includes a list of all 15 program outcome criteria identifying bothABET and corresponding ASCE-BOK designations. For the purposes of this paper,program outcome criteria will be referenced based on ASCE-BOK designations (1-15).In addition to program outcomes, ASCE-BOK promotes adoption of six levels ofBloom’s
act or make decisionsthat are not considered moral or proper by the majority. Merriam-Webster defines ethics as a setof moral principles or a system of moral values.1 Most occupations that require the trust of thegeneral public are held to high ethical standards. These professions include law, medical,engineering, and military, all of which have adopted systems that guide subscribed individualsthrough moral decision making processes. Most learned professions that uphold such standardsprescribe a system of non-mandatory codes of conduct.2 Perhaps the most recognizedprofessional code of ethics was reported by the National Society of Professional Engineers,which defines fundamental canons and includes explicit guidance on professional conduct
students werecomposed of 35 African American and 1 Hispanic Student. Page 13.640.3Throughout the course of each session, the subject of each question raised by astudent was recorded as it was asked. General themes emerged among thequestions asked by the students and differences existed in the question themesbetween genders, indicating separate motivations for engineering career choicebetween minority male and female students.Questions Raised by StudentsA summary of the general subject themes of the questions/comments raised by thestudents, and division of the questions between genders, is presented in Table 1,and discussed in this section.During the sessions, a
interesting aspects of new ideas.The following procedure can help to recognize opportunities and overcome the habitual negativereactions to a new idea: (1) First, identify at least 5 current positive aspects about the idea. Establishing a minimum quota of positive aspects about an idea tends to promote innovation. (2) Next, identify at least 5 potential future benefits of the ideas if the idea was to be implemented. (3) The third step involves identifying concerns about the idea that need to be overcome in order to implement the idea. (4) Finally, the problem solver needs to brainstorm ideas to overcome the identified concerns.Play and Fun: Stress tends to interfere with the creative process. On the other hand
. Student interest in the programs hasbeen very favorable. This paper describes the context at RIT from which the idea forthese programs arose, the program development process that was followed, and thestructure of the two programs.1. BackgroundEfforts to reform engineering education over the past two decades have met with limitedsuccess. Although some engineering programs have effectively addressed a new vision forengineering pedagogy, the National Academy of Sciences [9] and the National ResearchCouncil [10, 11] have identified several problematic attributes in engineering education. Inparticular, engineering programs have been criticized for their inability to effectivelyintegrate multiple engineering and non-engineering disciplines in solving
perimeter in towards the center of the wood pile. In some instancesit may take only a few years for most of the pile top to rot away, but in other cases it may take afew decades, and the rate will often vary from pile to pile (or from tree to tree). Figure 1illustrates the damage that can occur, with one pile being substantially decayed to theconsistency of peat moss over its top two feet, and the other having lost all but 1 inch of its topdiameter to rot (the horizontal ‘pegs’ show where the tree branches were, and illustrate theoriginal diameter of the tree/wood pile).Unfortunately, the first evidence of improper support usually occurs as cracking in plaster wallsor in the exterior brick masonry. When this type of damage is observed, there has
complex sustainabilityproblem. Each team is co-led by faculty from the University of Pittsburgh and the University ofCampinas (UNICAMP) in Campinas, São Paolo, Brazil. The first year included eight weeks ofdirected background research in Pittsburgh before traveling to Brazil for four weeks in residenceat UNICAMP. The program concludes with the team preparing and presenting a final researchreport upon returning from Brazil at the end of the summer. Interns have an opportunity tocontinue in the program for a second year. Page 13.190.2The program has six major outcomes. At the conclusion of the program, students will be able to: 1. Apply knowledge of
other products. C2B2 issupported by state, institutional, and industry funds. The center includes the three primary stateuniversities and the National Renewable Energy Laboratory (NREL). At CU-B most of theefforts associated with this center are located in the Department of Chemical Engineering(http://www.colorado.edu/che/c2b2/index.html). Recently, the CHEN degree added an option toallow students to gain competence in energy-related areas. The Energy Option allows studentsto select one of three core concentrations: fossil fuels or petroleum, photovoltaics, and biofuels.Course requirements for each option are shown in Table 1. Note that students pursuing thesecurriculum options have no remaining free technical electives in their 4-year B.S
stereotypes.The Intercultural Development Inventory (IDI) measures progression of worldview orientationstoward cultural differences.13 The basic model is shown in Figure 1. The five main dimensionsare: (1) denial/defense; (2) reversal; (3) minimization; (4) acceptance/adaptation, and (5)encapsulated marginality. Intercultural competency is evaluated using a written survey Page 13.345.3comprised of 10 demographic questions and 50 statements to which participants respond on a 7-point Likert scale. The IDI has been used in a diversity of studies.11,13Figure 1. Sequential phases of cultural competency13The Cultural Diversity Attitudes Scale9 is a written
measurements. Planning for a final assessment trip in March of 2008 has also beenfinalized. EWB-USC is partnering this effort with a number of humanitarian organizations, andthe International Rotary Organization’s “Decade of Water Improvement” to provide some of thesupplies and equipments for this project. This paper highlights the key experiences in organizational development, project funding,trip planning, assessment trip and lays out a five-year project plan for our future efforts. Thehope is that through exposure to these experiences, other newly formed EWB studentorganizations will plan for their activities in a more efficient and responsive way.1. Laying the Foundation The programmatic goal of EWB-USC is to provide students with
• Green Power • Disaster Preparedness and Response Water, with an emphasis on: • Watershed Assessment & Monitoring • Water Stewardship (management) • Disaster Preparedness and ResponsePROJECTS:Projects will be developed individually. Individuals will be assigned an industry sector topicconsistent with Paper Topic. Projects shall develop the following: • PART 1. Identify existing standards and Standards Development Organizations (SDOs), if any relative to the topic; indicate the SDO and the SDO process, summarize the scope of each standard, and provide an assessment of the appropriateness of the standard in terms of its contribution to sustainable development. Discuss/organize standards in terms
dilute withrespect to the thick syrup placed in the inner portion of the pouch, driving pure water across themembrane by osmosis.The prototype housings were created primarily from standard PVC components, ensuring thatthe different housings would fit securely together. Sediment and carbon filters were housed innearly identical PVC housings. The RO housing is built from PVC and PVC bar stock, and theUV and FO housings are created from acrylic and PVC parts. Chemical treatment does notrequire a special housing, as it is simply a tablet added to the outlet container for the system.The actual design of these housings is best described through Figures 1 through 4, below.Machine drawings are available by contacting the authors.For safety concerns and
coursework, study abroad, and intern in an international setting, there is stilla large gap to fill the ever-increasing demand for engineers with a global perspective. In fact,only four percent of U.S. engineering graduates obtain any kind of international experiencebefore graduation1.In the 2004-05 school year, 205,983 American students studied abroad; however, engineeringstudents only comprised 2.9 percent, compared to social-science majors and business studentsthat made up of 22.6 and 17.5 percent, respectively.1 Additionally, although there has been anincrease in the number of study-abroad students, the percentage of engineering studentsparticipating in these programs has remained static for several years.1 A primary factor that istypically
February 1, 2008 in Orlando, FL. Page 13.383.2Structure of the Environmental Engineering Body of KnowledgeThe Environmental Engineering BOK describes the knowledge and core competenciesintegral to the understanding and practice of environmental engineering. Acquiring theEnVEBOK could lead to environmental engineering licensure and certification.However, the EnVEBOK DWG did not assume that every environmental engineeringstudent receiving a baccalaureate degree continues on to receive a Masters inenvironmental engineering. Nor did it assume that practice of environmental engineeringalways results in licensure. The practice of environmental engineering
utility engines has been conducted. The project studied (1) the extent of the deteriorationof the emissions as the engines age, (2) the causes of the deterioration, and (3) strategies forimproving the emissions. Thirteen undergraduate students have worked on this project over theyears. In comparison, only two M.S.-level graduate students (one of whom originally worked asan undergraduate student on the project) worked on the project over the same time. As a result,much of the research work was completed by these undergraduate students and their effortsplayed a large role in sustaining the project over its duration.Students who worked on this project benefited by performing engineering work in a modernresearch laboratory facility, thereby gaining
AC 2008-333: PARTICLE TRANSPORT, DEPOSITION AND REMOVAL- FROMRESEARCH TO CURRICULUM DEVELOPMENTGoodarz Ahmadi, Clarkson UniversitySuresh Dhaniyala, Clarkson UniversityJohn Mclaughlin, Clarkson UniversityCetin Cetinkaya, Clarkson UniversityStephen Doheny-Farina, Clarkson UniversityFa-Gung Fan, Xerox Corp. Page 13.961.1© American Society for Engineering Education, 2008 Particle Transport, Deposition and Removal- From Research to Curriculum Development Goodarz Ahmadi,1 Suresh Dhaniyala,1 John McLaughlin,1 Cetin Cetinkaya,1 Stephen Doheny-Farina,1 and Fa-Gung Fan2 1 Clarkson University