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Conference Session
Sustainability and engineering education
Collection
2013 ASEE Annual Conference & Exposition
Authors
John Woolschlager, Saint Louis University, Parks College of Eng.
Tagged Divisions
Environmental Engineering
, reflecting the evolving areas ofpractice in the professional field. More recently, many environmental engineering programshave begun to incorporate sustainability principles into the curriculum, reflecting the need toprepare future engineers to address complex and interdisciplinary issues that challenge oursociety. The purpose of this paper is to examine how sustainability principles have beenintegrated into environmental engineering curriculums. A national-level review of all sixtyABET accredited environmental engineering programs reveals that 73% have incorporatedsustainability concepts somewhere in their program educational objectives, student outcomes,courses, and/or in program descriptions posted on websites and in catalogs. However, few
Conference Session
Problem- and project-based learning in environmental engineering
Collection
2013 ASEE Annual Conference & Exposition
Authors
Susan E. Powers, Clarkson University; Stefan J. Grimberg P.E., Clarkson University
Tagged Divisions
Environmental Engineering
and the third room for tomatoes. Because northern climates do not provide sufficient light for plant growth, artificial lighting is also needed. We use high efficiency LED lights that make the rooms glow pink (Figure 3). Plants reflect green light, but they absorb light in the red and blue wavelengths of the visible spectrum. Thus, we can reduce energy use
Conference Session
Environmental engineering pedagogy and innovation
Collection
2013 ASEE Annual Conference & Exposition
Authors
Marty Anne Gustafson, University of Wisconsin, Madison; Carl Vieth, University of Wisconsin, Madison; Patrick Eagan, University of Wisconsin-Madison
Tagged Divisions
Environmental Engineering
projects ranging from sales and commercial operations to clinical delivery systems and financial performance. Carl’s teaching interests and experience reflect a wide range of development activities. Carl leads lean-six sigma training and development as part of the administrative process redesign initiative and the adminis- trative excellence strategic initiative at the University of Wisconsin. In addition, Carl is a frequent lecturer on patient safety and healthcare system optimization. As the co-director of the technical leadership cer- tificate program, Carl was instrumental in forging beneficial teaching partnerships with the Wisconsin School of Business. Prior to coming to the UW, Carl managed global corporate
Conference Session
Sustainability and engineering education
Collection
2013 ASEE Annual Conference & Exposition
Authors
Kim LaScola Needy, University of Arkansas; TAHAR MESSADI, UNIVERSITY OF ARKANSAS; John Henry Kester III, University of Arkansas
Tagged Divisions
Environmental Engineering
to complexsocietal problems such as a lack of sustainability”.38 Building off of the integration ofinterdisciplinarity, there are explicit actions taken to collaborate. The difference is found inpursuing the final step from action-oriented research to developing solutions. The findings aretranslated to action utilizing the new discoveries of knowledge.Systems Thinking ApproachAll of these latter forms of applying more than one research method to a particular problem haveexperienced success in implementation and reflect how the traditional research methods can bebroadened beyond their initial scopes. The common theme is the use of systems thinking to theprocess of research. In systems thinking, cause and effect is seen as a dynamic rather
Conference Session
Sustainability and engineering education
Collection
2013 ASEE Annual Conference & Exposition
Authors
Alexandre David Wing, Colorado School of Mines; Cristal Hibbard, Colorado School of Mines; Jennifer Strong, Colorado School of Mines; Jörg E Drewes, Colorado School of Mines; Junko Munakata-Marr, Colorado School of Mines
Tagged Divisions
Environmental Engineering
answer is true in the context of aquifer recharge, thequestion did not state this context. After many presentations on different methods of water Page 23.1123.9treatment throughout the workshop and multiple contexts (i.e. natural treatment vs. membranefiltration), more than one answer actually ended up being correct, and reflected poorly upon thepre- and post- results.Each year, presenters are encouraged to reword their questions or refocus their presentationsdepending on the results of the previous workshop’s tests. While some of the ReNUWItpresentations show great growth on the pre- and post-test results, some did not. This
Conference Session
Environmental engineering pedagogy and innovation
Collection
2013 ASEE Annual Conference & Exposition
Authors
Angela R Bielefeldt, University of Colorado Boulder
Tagged Divisions
Environmental Engineering
topic distribution between homeworks 2, 3, and 4.Only 3 pre-midterm homeworks in 2009.The lack of difference in the homework scores is not entirely surprising. Students often worktogether and always had ample opportunity to receive help during office hours. In addition, thenumber of students is small to determine statistically significant differences.The performance on the exams may be a more accurate reflection of students’ learning (seeTable 4). The midterm exam covered content from the inverted part of the 2011 class. Eachyear the exact questions on the midterm change, but are in general very similar (data from earlierversions of the course from 1997 to 2005 is not shown). The average and median studentperformance in 2011 was not any better
Conference Session
Problem- and project-based learning in environmental engineering
Collection
2013 ASEE Annual Conference & Exposition
Authors
Lupita D Montoya, University of Colorado, Boulder; Robyn Sandekian, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder
Tagged Divisions
Environmental Engineering
academic achievement and persistence,3,4,5 as hasintroducing the concept of engineering as a “servant of society.”6Within engineering education, the typical method of implementing service to society is throughservice-learning, which is defined as “a teaching and learning strategy that integrates meaningfulcommunity service with instruction and reflection to enrich the learning experience, teach civicresponsibility, and strengthen communities.”7 Service-learning in an international context,especially within developing communities, can be used to engage students who may not be asinterested in design projects that do not have a socially-useful purpose. Fulfilling community-based design needs contextualizes engineering education to make it relevant to