Conference Session

Methodological & Theoretical Contributions to Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jennifer A Turns, University of Washington; Brook Sattler, University of Washington; Ken Yasuhara, Center for Engineering Learning & Teaching (CELT); Jim L. Borgford-Parnell, University of Washington; Cynthia J. Atman, University of Washington

Tagged Divisions

Educational Research and Methods

Paper ID #9230Integrating Reflection into Engineering EducationDr. Jennifer A Turns, University of WashingtonDr. Brook Sattler, University of WashingtonDr. Ken Yasuhara, Center for Engineering Learning & Teaching (CELT)Dr. Jim L Borgford-Parnell, University of Washington Dr. Jim Borgford-Parnell is Associate Director and Instructional Consultant at the Center for Engineering Learning & Teaching at the University of Washington. He taught design, education-research methods, and adult and higher education theory and pedagogy courses for over 30 years. He has been involved in instructional development for

Conference Session

Models of community engagement practices

Collection

2014 ASEE Annual Conference & Exposition

Authors

Tiago R. Forin, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

Paper ID #9369A Personal Account on Implementing Reflective PracticesMr. Tiago R Forin, Purdue University, West Lafayette Tiago Forin is a PhD student in Purdue University’s School of Engineering Education. He is an active researcher in cross disciplinary practices in Dr. Robin Adams’ XRoads Research Group. He is also in charge of developing assessments for Purdue’s Global Engineering Program. His background is in Civil and Environmental Engineering where he received a BS from Florida State University and a MS from Purdue University

Conference Session

Student Learning, Problem Solving, & Critical Thinking 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nathan M. Hicks, University of Florida; Amy Elizabeth Bumbaco, University of Florida; Elliot P. Douglas, University of Florida

Tagged Divisions

Educational Research and Methods

Paper ID #10737Critical Thinking, Reflective Practice, and Adaptive Expertise in EngineeringNathan Hicks, University of Florida Current graduate student in materials science and engineering at the University of Florida. Spent three years teaching high school math and science before returning to graduate school for an advanced degree.Amy Elizabeth Bumbaco, University of FloridaDr. Elliot P. Douglas, University of Florida Elliot P. Douglas is Associate Professor of Materials Science and Engineering, Dean’s Fellow for Engi- neering Education, and Distinguished Teaching Scholar at the University of Florida. He conducts research

Conference Session

Potpourri

Collection

2014 ASEE Annual Conference & Exposition

Authors

Emily Dringenberg, Purdue University, West Lafayette; Mel Chua, Purdue University

Tagged Divisions

New Engineering Educators

Paper ID #8774What Can Reflections From an ”Innovation in Engineering Education” Work-shop Teach New Faculty?Emily Dringenberg, Purdue University, West Lafayette Emily Dringenberg is an NSF-funded PhD student in Engineering Education at Purdue University with a background in Mechanical and Industrial Engineering. Her interests include qualitatively exploring the experience of engineering students, impacts of personal epistemology, and curriculum and pedagogical design. She also enjoys engaging with engineering outreach.Mel Chua, Purdue University Mel Chua is a contagiously enthusiastic hacker, writer, and educator with over

Conference Session

The Interdisciplinary Nature of Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Xiaofeng Tang, Rensselaer Polytechnic Institute

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

Paper ID #10480When Engineering Meets Self and Society: Students Reflect on the Integra-tion of Engineering and Liberal EducationXiaofeng Tang, Rensselaer Polytechnic Institute Xiaofeng Tang is a PhD candidate in the Department of Science and Technology Studies at Rensselaer Polytechnic Institute. Page 24.1374.1 c American Society for Engineering Education, 2014 When Engineering Meets Self and Society: Students Reflect on the Integration of Engineering and Liberal EducationIntroductionA

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wenli Guo, Queensborough Community College; Vazgen Shekoyan, Queensborough Community College

Tagged Divisions

Engineering Physics & Physics

Paper ID #8450Facilitation of Student-centered Formative Assessment using Reflective QuizSelf-corrections in a Calculus Physics CourseDr. Wenli Guo, Queensborough Community College Dr. Wenli Guo is a professor of physics and her experiences include spectroscopy, pedagogy, etc.Dr. Vazgen Shekoyan Dr. Vazgen Shekoyan is a professor of physics and his experiences include pedagogy, CubeSat, etc. Page 24.591.1 c American Society for Engineering Education, 2014 Facilitation of Student

Conference Session

Materials Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Stephen J. Krause, Arizona State University; Dale R Baker, Arizona State University; Adam R Carberry, Arizona State University; Terry L. Alford, Arizona State University; Casey Jane Ankeny PhD, Arizona State University; Milo Koretsky, Oregon State University; Bill Jay Brooks, Oregon State University; Cindy Waters, North Carolina A&T State University; Brady J. Gibbons, Oregon State University; Sean Maass; Candace K. Chan, Arizona State University

Tagged Divisions

Materials

Paper ID #10445Characterizing and Addressing Student Learning Issues and Misconceptions(SLIM) with Muddiest Point Reflections and Fast Formative FeedbackProf. Stephen J Krause, Arizona State University Stephen J. Krause is professor in the Materials Program in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials science and engineering. His research interests include strategies for web-based teaching and learning, misconceptions and their repair, and role of formative feedback on conceptual change. He has co

Conference Session

The Philosophy of Engineering and Technological Literacy

Collection

2014 ASEE Annual Conference & Exposition

Authors

Mani Mina, Iowa State University

Tagged Divisions

Technological and Engineering Literacy/Philosophy of Engineering

 contribute  to  engineering  education?”  This  is  an  important  practical  question  to  address.    In  order  to  have  a  better  understanding  of  the  related  issues,  we  tried  an  experiment.    During  Fall  2013,  with  collaboration  between  our  engineering  college  and  a  European   Page 24.679.3university,  a  set  of  seminars  with  the  title  of  “Critical  Reflections  on  Engineering,  Engineering  Pedagogy  and  Philosophy”  were  conducted.  Engineering  faculty,  graduate,  and  undergraduate  students  attended  the  seminars.    In  addition,  faculty  from  Physics

Conference Session

Engineering Physics & Physics Division Technical Session 3

Collection

2014 ASEE Annual Conference & Exposition

Authors

Scott Ryan Kirkpatrick, Rose-Hulman Institute of Technology; Maarij M. Syed, Rose-Hulman Institute of Tech; Richard W. Liptak, Rose-Hulman Institute of Technology

Tagged Divisions

Engineering Physics & Physics

dissertation at the University of Nebraska Lincoln investigated High Power Impulse Magnetron Sputtering.Dr. Maarij M Syed, Rose-Hulman Institute of Tech Dr. Maarij Syed has been actively involved in the area of magneto-optics. His background is in the magneto-optics of quantum heterostructures and magnetic bulk materials. During his time here at Rose- Hulman he has focused on building a magneto-optics lab and developing various magneto-optics exper- iments for research and for student projects and classes. Dr. Syed has also used other reflection based techniques (e.g. ellipsometry) in his work, especially in the area of polymer film characterization. On the pedagogical side, Dr. Syed has been involved in evaluating the

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kristen B. Wendell, University of Massachusetts, Boston; Christopher George Wright, University of Tennessee, Knoxville; Patricia C. Paugh, University of Massachusetts, Boston

Tagged Divisions

K-12 & Pre-College Engineering

supportstudents' engineering design practices across all engineering curricula. In particular, studentsneed support in developing ways of talking and writing that enable practices such as proposingpossible design solutions and redesigning. Such practices require engineers to engage inreflective decision-making in communication with others (NRC, 2012).In this work-in-progress, we are developing and studying multimedia engineering notebook toolsthat support urban elementary students’ engagement in engineering practices, particularly thosethat involve reflective decision-making with fellow students. Our work is a close collaborationwith elementary teacher researchers, and we are in the first phase of a three-year project.Together we are exploring the

Conference Session

FPD 6: Course Content and Educational Strategies

Collection

2014 ASEE Annual Conference & Exposition

Authors

Victoria E. Goodrich, University of Notre Dame; Everaldo Marques de Aguiar Jr., University of Notre Dame; G. Alex Ambrose, University of Notre Dame; Leo H. McWilliams, University of Notre Dame; Jay B. Brockman, University of Notre Dame; Nitesh Chawla, University of Notre Dame

Tagged Divisions

First-Year Programs

) as an assessment tool for their Introduction toEngineering course sequence. While each year the ePortfolio assignments have expanded, theyhave been focused largely in three types of reflections: (1) student experiences within the collegebut outside of the course, (2) the skills gained specifically through course projects, and (3) theirfour year plan to be a successful engineering student as defined by the ABET a-k criteria.ePortfolio assignments were initially included to allow students to reflect on their education,develop evidence of their blossoming skills, and take control of their graduation plan. After thefirst year of practice, there was a clear secondary benefit to the faculty and student advisors.Anecdotally, student reflections

Conference Session

Engineering Physics & Physics Division Technical Session 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Wenli Guo, Queensborough Community College

Tagged Divisions

Engineering Physics & Physics

Paper ID #8451Take Ownership of Learning Outside Classroom:Dr. Wenli Guo, Queensborough Community College Dr. Wenli Guo is a professor of physics and her experiences include spectroscopy, pedagogy, etc. Page 24.1152.1 c American Society for Engineering Education, 2014 Take Ownership of Learning Outside Classroom: Reflection through Journal Writing in a Conceptual Physics Course

Conference Session

K-12 and Pre-College Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Patrick Rowsome, University of Limerick; Diarmaid Lane, University of Limerick; Seamus Gordon, University of Limerick

Tagged Divisions

K-12 & Pre-College Engineering

thinking2. One aspect of self-regulated learning is metacognitive awareness. Metacognitive awareness is defined byTarricone as awareness of the learning process, reflection on learning and memory,identification of strategies for problem solving, and monitoring and control of learningprocesses3. The importance of fostering and developing student’s ability not just to reflect ontheir thinking but to become aware of and critically examine the evidence of their thinkingthat they are producing is an important aspect of metacognitive development. This raises thequestion how do engineering educators observe that students are capturing evidence ofmetacognitive awareness during the design process?This paper explores the implications of a codifying system

Conference Session

Trends in Engineering Education 1

Collection

2014 ASEE Annual Conference & Exposition

Authors

Khairiyah Mohd-Yusof, Universiti Teknologi Malaysia; Fatin Aliah Phang, Faculty of Education, Universiti Teknologi Malaysia; Aziatul Niza Sadikin, Universiti Teknologi Malaysia; Syed Ahmad Helmi, Universiti Teknologi Malaysia; Mohd Johari Kamaruddin, Centre of Lipids Engineering & Applied Research (CLEAR), Faculty of Chemical Engineering, Universiti Teknologi Malaysia, 81310 UTM Johor Bahru, Johor, Malaysia.

Tagged Divisions

Educational Research and Methods

. Page 24.382.1 c American Society for Engineering Education, 2014Determining the effect of an engineering overview assignment on first year studentsAbstractAn engineering overview assignment given in the Introduction to Engineering course aims tosupport first year students to learn about engineering, and motivate them to see it as theirfuture career. In addition to learning from the literature, students also interviewed at leasttwo practicing engineers to produce the group report and presentation for the assignment. Todetermine the impact of the assignment, a study was conducted in one of the classes byanalyzing the group reports and individual reflections written after its completion

Conference Session

Curriculum & Student Enrollment I

Collection

2014 ASEE Annual Conference & Exposition

Authors

Veto Matthew Ray, Indiana University Purdue University, Indianapolis; J. William White, Indiana University Purdue University, Indianapolis; Dan D. Koo, Indiana University Purdue University, Indianapolis

Tagged Divisions

Engineering Technology

learning objectives and compile evidence supporting assessment programming to maintain accreditation. Project Objective: Improve collection of data and evaluation of courses for program enrichment and accreditation assessment. Project Scope: The process being evaluated initiates with course offerings beginning in the fall semester and ends with a semester reflection and program review in the spring. Goal Statement: Develop methodology within the 12-16 weeks allotted that provides consistent data collection and evaluation of courses for program enrichment and accreditation assessment to reduce reactive measures taken to provide assessment documentation. Deliverables: Reflection Packet Template, Data Collection

Conference Session

FPD 10: Teamwork

Collection

2014 ASEE Annual Conference & Exposition

Authors

David W. Gatchell PhD, Northwestern University; Bruce Ankenman, Northwestern University; Penny L. Hirsch, Northwestern University; Adam Goodman; Koshonna Brown, Northwestern University Center for Leadership

Tagged Divisions

First-Year Programs

which all engineering freshmen work on real design projects for real clients.Prof. Adam GoodmanMs. Koshonna Brown, Northwestern University Center for Leadership Koshonna Brown is a Life Science doctoral student at Northwestern University. As a fellow with North- western University’s Center for Leadership, she analyzes the date collected through the Center’s online assessment tools. Such assessments allow students and faculty to reflect and develop their own leadership and apply lessons and insights gained to current leadership challenges and positions. Page 24.1048.1 c American

Conference Session

Multidisciplinary Experiential Learning

Collection

2014 ASEE Annual Conference & Exposition

Authors

Kathryn Jablokow, Pennsylvania State University; Jack V. Matson, Pennsylvania State University, University Park; Darrell Velegol, Pennsylvania State University, University Park

Tagged Divisions

Multidisciplinary Engineering

Page 24.75.3 be applied back to problems with reanalysis and resolutions. 2 6. Personal Reflection. A closing analysis of what has been learned from working with a problem and a discussion of the concepts and principles involved are both essential. 7. Self- and Peer Assessment. Self- and peer assessment should be carried out at the completion of each problem and at the end of every curricular unit. 8. Real-World Activities. The activities carried out in problem-based learning must be those valued in the real world. 9. Exams Measure PBL Progress. Student examinations must measure student progress towards the

Conference Session

Preparing Future Educators

Collection

2014 ASEE Annual Conference & Exposition

Authors

Rachel McCord Ellestad, Virginia Tech; Cory Hixson, Virginia Tech; Ella Lee Ingram, Rose-Hulman Institute of Technology; Lisa D. McNair, Virginia Tech

Tagged Divisions

Graduate Studies

, and research practices in science.Dr. Lisa D. McNair, Virginia Tech Lisa D. McNair is an Associate Professor of Engineering Education at Virginia Tech, where she also serves as Assistant Department Head of Graduate Programs and co-Director of the VT Engineering Com- munication Center (VTECC). She received her PhD in Linguistics from the University of Chicago and a B.A. in English from the University of Georgia. Her research interests include interdisciplinary collabora- tion, design education, communication studies, identity theory and reflective practice. Projects supported by the National Science Foundation include interdisciplinary pedagogy for pervasive computing design; writing across the curriculum in Statics

Conference Session

Integration of Engineering and Other Disciplines (Including Liberal Arts)

Collection

2014 ASEE Annual Conference & Exposition

Authors

Anneliese Watt, Rose-Hulman Institute of Technology; Scott Kirkpatrick, Rose-Hulman Institute of Technology; Ashley Bernal, Rose-Hulman Institute of Technology

Tagged Divisions

Liberal Education/Engineering & Society, Multidisciplinary Engineering

Society for Engineering Education, 2014 What’s in the Soup? Reflections from an Engineer, a Physicist, and an English Professor on an Interdisciplinary Summer Grand Challenge ProgramIntroduction to the Summer Grand Challenge ProgramThree professors with common interests and goals piloted in Summer 2013 a program focused onsolving one of the fourteen Grand Challenges of the 21st Century identified by the NationalAcademy of Engineering (NAE).1 These challenges range from providing energy from fusion toengineering better medicines. The summer program was centered on making solar power cheaperand locally manufacturable in a less developed region. The program purposefully broughttogether humanities, science

Conference Session

Mechanical Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Diane L. Peters, Kettering University; Joy Arbor, Kettering University

Tagged Divisions

Mechanical Engineering

. Page 24.1118.1 c American Society for Engineering Education, 2014 Student Perceptions of Connections between Statics Class and Co-op Work ExperienceAbstractIn this paper, a collection of essays written by students at Kettering University in a sophomore-level engineering class, Statics, is analyzed to determine what connections the students seebetween their classroom experience in Statics and their co-op work experience. These studentswere given a class assignment to write an essay in which they reflected on the links betweentheir co-op work assignment and their Statics course. The pedagogical purpose of thisassignment was to prompt students to think in depth about the

Conference Session

Design in Engineering Education Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Charles Kim, Bucknell University; Joe Tranquillo, Bucknell University

Tagged Divisions

Design in Engineering Education

,and Role Model are associated with the entrepreneurial mindset. These divisions, however, becomeblurred at the level of educational objectives. K-WIDE educational objectives are listed in Table1 and are mapped to the relevant roles. Some of the objectives map only to roles related to theentrepreneurial mindset or engineering design. For example, progress in reflection and the growthmindset are typically associated with the entrepreneurial mindset. Many of the objectives, however,map to roles related to both the entrepreneurial mindset and engineering design.In this remainder of this section, we give short descriptions of how particular objectives capturethis synthesis by considering the objectives from multiple perspectives. This will clarify

Conference Session

NSF Grantees’ Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Lorraine Kisselburgh, Purdue University; Carla B. Zoltowski, Purdue University, West Lafayette; Jonathan Beever, Penn State University; Justin L. Hess, Purdue University, West Lafayette; Andrew James Iliadis; Andrew O. Brightman, Purdue University

Tagged Topics

NSF Grantees Poster Session

Tagged Divisions

Division Experimentation & Lab-Oriented Studies

abilities are lesssatisfied with their ethics education might seem obvious to many experienced engineering ethicseducators, the reality that this finding reflects a national situation after significant large-scaleefforts to improve engineering ethics education over the past 20 years calls for focused attentionand a significant shift in pedagogy. Our research team, consisting of scholars from Engineering(Biomedical, Electrical, Materials, and Engineering Education), Communication, andPhilosophy, has taken on this national education challenge in engineering ethics.The following additional observations come from recent literature on engineering ethicseducation: 1. There is a growing call for ethics training across engineering disciplines from

Conference Session

Socio-cultural Elements of Learning through Service

Collection

2014 ASEE Annual Conference & Exposition

Authors

Carla B. Zoltowski, Purdue University, West Lafayette; Antonette T. Cummings P.E., Purdue University; William C. Oakes, Purdue University, West Lafayette

Tagged Divisions

Community Engagement Division

student reflections and course evaluations. In addition, it describes how thesefindings can inform this program specifically, as well as other courses and programs using aservice-learning pedagogy, especially those that engage in design.IntroductionThe past several years have seen a dramatic increase in community engagement activities inengineering education, as evidenced by the record breaking creation of the CommunityEngagement Division of ASEE. However, as the number of community engagement effortsincrease, it is important to understand the impact of community engagement experiences toinform best practices and to ensure that the efforts are positively benefitting all of thestakeholders. Although our program, EPICS, is a well-established

Conference Session

Program and Curriculum Design Initiatives

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jaby Mohammed, The Petroleum Institute

Tagged Divisions

Manufacturing

of class time interactingwith one another. Because of the student-centered nature of this course, students benefitfrom the other members of student learning community. In this class the instructor’s roleis that of a facilitator of the learning process. S/he will provide student with activities,and facilitate discussions. Activities and field trips have been chosen so as to engagestudents in individual and collaborative problem solving, analysis, synthesis, criticalthinking, reasoning, and reflection. Students will learn through listening to others andsharing your ideas, and by doing. What students learn will depend directly on theirwillingness to participate and there preparedness for the class through reading therequired materials before

Conference Session

Projects in ECE

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, University of Cincinnati; Carla C. Purdy, University of Cincinnati; Fred Richard Beyette Jr., University of Cincinnati

Tagged Divisions

Electrical and Computer

single student or group of students. Rather, UnLectures are based onpromoting reflective learning through peer instruction. Studies have shown that reflection of Page 24.1300.2students’ own or others’ experiences results in development of new perspectives or clarificationof concepts and techniques8, 9. It is also evident from these studies that reflective learning hassignificant value in professional practice10. Given that our students have integrated cooperativeeducation into their curriculum, UnLectures provide meaningful ways to reflect on lessons fromboth engineering practice and classroom education.Development of UnLectureThe UnLecture

Conference Session

K-12 and Pre-College Engineering Division Curriculum Exchange

Collection

2014 ASEE Annual Conference & Exposition

Authors

Jean M. Trusedell, Purdue University; Mindy Hart, EPICS

Tagged Divisions

K-12 & Pre-College Engineering

represents current projects in the EPICS Program.The teachers will read through the cards, discuss the information, sketch out a possible solution to the givenengineering problem and create a prototype.They will then get feedback from other participants and sketch a redesign to the prototype.The participants will then role play to get additional feedback to determine the best redesign possible for theprototype. After they have feedback information they will present their scenario and prototype solution to the teamfor feedback and review. Page 24.1214.2Reflection- Reflection is an essential part of the educational process not only

Conference Session

Software Engineering Constituent Committee Division Technical Session 2

Collection

2014 ASEE Annual Conference & Exposition

Authors

Vignesh Subbian, University of Cincinnati; Carla C. Purdy, University of Cincinnati

Tagged Divisions

Software Engineering Constituent Committee

programs to allow for students tocomplete the necessary co-op requirements2, 3. Undergraduate engineering students complete fiveco-op rotations between their sophomore and senior years, accumulating close to 20 months ofprofessional work experience in their field of study. Although instructors often relate conceptspresented in the classroom to students’ cooperative education, there is a need for teachingmethodologies to better integrate every student’s own real-world experience into engineeringclassrooms. Our hypothesis is that reflecting on and disseminating knowledge and experiencethat students gain through professional practice, in the context of a specific course in thecurriculum, can be a valuable resource for classroom instruction. Based on

Conference Session

CPD Technical Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Cyrus Habibi P.E., Minnesota State University, Mankato; Ronald R. Ulseth, Iron Range Engineering; Andrew Lillesve, Iron Range Engineering

Tagged Divisions

Continuing Professional Development

Page 24.979.2findings indicate that employees who use PIP process involve with more learning activities thannon-users. However, they stressed that the PIP tool is effective if used continuously.A number of recommendations have been made to improve the effectiveness of PIPs3. Forinstance, it has been suggested that schools should provide guidance for students to conduct PIPsby assigning appropriate staff5. Additionally, periodic reviews should be made to ensure learningoutcome and career progress of students’ PIPs6. Furthermore, It has recommended that PIP couldalso be developed through reflective thinking if a reflective habit among the students is createdby instructors5. Although the purpose of PIP is to recognize, reflect and plan actions

Conference Session

Teaching Communication II

Collection

2014 ASEE Annual Conference & Exposition

Authors

Nabila A. Bousaba, University of North Carolina, Charlotte; James M. Conrad, University of North Carolina, Charlotte; Jean L. Coco, University of North Carolina, Charlotte; Mehdi Miri, University of North Carolina, Charlotte; Robert W. Cox, University of North Carolina, Charlotte

Tagged Divisions

Liberal Education/Engineering & Society

Page 24.729.2of instructors’ written feedback and students’ written reflections on electrical engineeringstudents’ speaking skills. Four design courses—sophomore, junior, and two senior designclasses—provided the project’s framework. The research involved assessing the presentations ofa select group of project students and an equal number of control group students, beginning withthe sophomore design class and continuing through the two senior design courses.The project students received feedback via an analytic rubric. The benefits of using rubrics areshown in Conrad et al 7. The Project students viewed their videotaped presentations and wrote areflective paper on their performances. The control group did not receive feedback, althoughtheir

Conference Session

Innovative Assessment Techniques in Civil Engineering Courses

Collection

2014 ASEE Annual Conference & Exposition

Authors

Steven J. Burian, University of Utah; Shannon K Reynolds

Tagged Divisions

Civil Engineering

by the authors. In thispaper, the module is described and its effectiveness is assessed using a new civil engineeringsustainability literacy questionnaire, quality of Envision application to the student project, andinstructor reflection. The module and the questionnaire are described in the next section followedby presentation of the results of the assessment.Module DescriptionThe sustainability module described herein builds on a previous set of sustainability curriculummodules by the lead author, which included a lesson on sustainability in the capstone designcourse. The lead author noted the need for increased application of sustainability knowledge andtechniques in the capstone design course to complement the overview lesson. This