Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 3 - Innovative Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anu Singh, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln

Tagged Divisions

Environmental Engineering Division (ENVIRON)

Paper ID #42483Students’ Metacognitive Regulation Strategies in Written Reflections withinThird-Year Introductory Environmental Engineering CourseAnu Singh, University of Nebraska, Lincoln Anu Singh is a Ph.D. student in Engineering Education Research at the University of Nebraska-Lincoln. She completed her M.Tech in Digital Communication and her B.Tech in Electronics and Communication Engineering in India. Her research interests include self-regulation, metacognition, reflection, and argumentative writing in engineering.Prof. Heidi A. Diefes-Dux, University of Nebraska, Lincoln Heidi A. Diefes-Dux is a Professor in

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 1 - Sustainability & Environmental Justice

Collection

2024 ASEE Annual Conference & Exposition

Authors

Alexa Rihana Abdallah, University of Detroit, Mercy; Katherine C. Lanigan, University of Detroit, Mercy

Tagged Divisions

Environmental Engineering Division (ENVIRON)

gained understandingof organic chemistry concepts through use of a draft writing, peer review, and revision process[22]. In the work described here, the pre-survey was used to measure prior awareness, as well asstudent attitudes before completing the writing assignment. In the writing assignment, studentswere asked to summarize the essential information and to reflect on the consequences andgovernment responses to the disasters. Specific assignment prompts are shown in Table 3.Table 2. Topics of environmental disasters for engineering and chemistry student module • Flint, MI water contamination • East Palestine, OH train derailment • Maui, HI wildfires • Texas, Florida, and Puerto Rico hurricanes • Kentucky coal

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 3 - Innovative Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

James N. Jensen, University at Buffalo

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering Division (ENVIRON)

advantage. Thishypothesis was tested in two ways. First, to test whether later-testing students did better thantheir peers, the correlation between exam scores and the order in which the students took theexam (hereafter, exam order) was determined. The exam order was recorded for 9 out of the 15years in this study. A typical profile is shown in Figure 6 for 2016. In all nine years, the 95%confidence interval (CI) for the slope of score versus exam order included zero.Second, a measure was calculated to see if students performed better on the oral exam thanexpected. This measure was Δ(rank) = rank in the course – rank on the oral exam. (The rank inthe course includes the oral exam.) The Δ(rank) values are plotted versus exam order in Figure 5for

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 1 - Sustainability & Environmental Justice

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller, Rose-Hulman Institute of Technology; Samuel Thomas Walsh, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering Division (ENVIRON)

of the sustainability culture present at RHIT as indicated by anycampus sustainability commitments. By analyzing the current state of sustainability education atRHIT and its relevance in meeting the institution's strategic goals, we can pave the way for abrighter and more sustainable future. Upon review of the school’s course catalog, courses werecategorized as fitting into four tiers related to the level of sustainability coverage and thepotential for incorporating sustainability content. Survey data was collected from currentstudents and faculty to assess perceptions of sustainability coverage in courses. Finally, wereviewed sustainability-related degree programs and course offerings at peer institutions toassess how these institutions

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 2 - Engineering for One Planet (EOP)

Collection

2024 ASEE Annual Conference & Exposition

Authors

Victoria Matthew, Broadening Impacts; Andrew Schulz, Georgia Institute of Technology; Reese Emily Simancek; Emma Telepo, Michigan State University; Jo Machesky, Yale University; Hadley Willman, California Polytechnic State University, San Luis Obispo; Abdulmalik Bamidele Ismail, The University of Alabama

Tagged Divisions

Environmental Engineering Division (ENVIRON)

role of peer networks and student-led initiatives in promoting sustainabilitywithin engineering education. By leveraging student changemakers’ enthusiasm and innovativethinking, we can collectively work toward a more sustainable future in engineering educationand practice.Keywords: Sustainable Engineering, Sustainable Development Goals (SDGs), StudentChangemakersIntroduction and BackgroundOver recent years, numerous initiatives, funding opportunities, and research collaborations havebeen working to advance engineering education’s focus on a sustainable future. This focus onsustainability was initially catalyzed in 1987 by the United Nations Brundtland Report, whichcalled upon humanity to pursue sustainable development, and was furthered and

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 4 - Engineering for One Planet & Sustainability Innovation

Collection

2024 ASEE Annual Conference & Exposition

Authors

Mackenzie Booth, Cedarville University; David Brian Dittenber P.E., Cedarville University

Tagged Divisions

Environmental Engineering Division (ENVIRON)

minutes) in-class presentationlater in the week, and peer and self-evaluations by each student.The original project scoring was significantly weighted toward the team’s weekly memos as 60%of the project grade. This focus was intended to show students the value of making reasonableand timely progress toward project milestones. Test day performance (water quality of turbidityand chlorine, leaks, flow consistency, output volume, creativity) contributed 24% and thesubsequent presentation was 16% of the project grade. Further DevelopmentDevelopment has continued on this the project over the subsequent three years; these changeshave been summarized in Table 1 below. After receiving student feedback in Fall 2020 that thetimeline felt rushed, the