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Environmental Engineering Capstone Design Course Learning Outcomes Performance Perceived Through Multiple Lenses: Students, Faculty, and Professional Engineers

Conference Session: Problem- Project- and Case-based Learning in Environmental Engineering
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Paula Ann Monaco, Texas Tech University; Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University
Tagged Topics: Diversity
Tagged Divisions: Environmental Engineering

detailed data from the plant and interact with utility personal andpracticing engineers who work daily at the treatment plant3-5. Page 26.678.2The Water Environment Association of Texas (WEAT) student design prompt can aid faculty indevelopment of the course providing a realistic problem for students to work on during thecapstone design course. Additional advisement from practicing engineers can provide additionalresources and feedback for students. Practicing engineers provide students with guidance on howindustry works and can bring light to elements such as project management, economic, social,political and ethical considerations that are not

Relevance Score: 0.028616292

Expanding Institutional Bonds for Teaming Up Students for the Creation of Environmental Research Projects

Conference Session: Sustainability and Hands-on Engineering Education
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Monica Palomo P.E., California State Polytechnic University, Pomona; Jeffrey Alan Cole, Pasadena City College
Tagged Divisions: Environmental Engineering

respondents identified it as part of thecurriculum). This can be attributed to the emphasis of preparing community college students totransfer to 4-year colleges instead of preparing them for graduate school. Ethics and safetytraining were not identified as significant in course content. PCC results indicated that from thefirst term to the second, there was an increase in the number of students that identified most ofthe topics in the list as part of the course content. About 75% of the Cal Poly Pomona studentsidentified safety training, team building dynamics, and guidance to report results as the mostcommon topics in the course content. Ethics, seminars, visiting scientists, and graduateapplications were not identified as significant aspects of the

Relevance Score: 0.019077528

A New Program in Sustainable Engineering: A Platform for Integrating Research and Service into the Classroom through Global Engagement

Conference Session: Sustainability and Hands-on Engineering Education
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Rachel A Brennan P.E., Pennsylvania State University, University Park
Tagged Topics: Diversity
Tagged Divisions: Environmental Engineering

this design project. 0.00 4.76 4.76 66.67 23.81My ability to formulate creative solutions to open-ended problems was enhanced 0.00 0.00 0.00 71.43 28.57by working on the project.The design project encouraged me to be innovative. 0.00 0.00 9.52 42.86 47.62The design project inspired me to deliver a quality design for the community. 0.00 0.00 4.76 61.90 33.33Working with a team on the design project enhanced my leadership skills. 0.00 0.00 19.05 61.90 19.05I became more aware of ethical issues encountered around the world while 0.00 4.76 9.52

Relevance Score: 0.017986465

Methods to Instill Critical Thinking in Environmental Engineering Students

Conference Session: Enviromental Engineering Division Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Veera Gnaneswar Gude P.E., Mississippi State University; Dennis D. Truax PE, BCEE, F.ASCE, Mississippi State University
Tagged Divisions: Environmental Engineering

’: a) ability to use given information and to research for available resources; b) critical thinking and decision-making skills; c) team work and communication skills; d) understanding of environmental engineering and management principles; e) knowledge about engineering professionalism/ethics; f) understanding of engineering design and practice; g) ability to use the computer tools such as Excel and stormwater design tools The SWPPP exercise was: 1. Effective in achieving one or more goals described above (identify and list items

Relevance Score: 0.017986465

Sustainable, Global, Interdisciplinary, and Concerned for Others? Trends in Environmental Engineering Students

Conference Session: Sustainability and Hands-on Engineering Education
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Angela R Bielefeldt, University of Colorado, Boulder
Tagged Topics: Diversity
Tagged Divisions: Environmental Engineering

learn about and practice sustainability. Bielefeldt is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. Page 26.1449.1 c American Society for Engineering Education, 2015 Sustainable, Global, Interdisciplinary and Concerned for Others? Trends in Environmental Engineering StudentsAbstractIn this study the four affective attributes of sustainability value, global interest, interdisciplinaryvalue, and concern for others were explored among

Relevance Score: 0.015897939

Designing an Engineering Solution with the 4 P’s: People, Prosperity, Planet, Politics

Conference Session: Enviromental Engineering Division Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Stephanie Butler Velegol, Pennsylvania State University, University Park
Tagged Divisions: Environmental Engineering

design beyond just the technical solutions. In her book: The 21st Century Engineer,Patricia D. Galloway states:1 If engineers are relegated to the role of technician, they will no longer command the level of responsibility that will enable them to successfully compete in the global economy or assume the leadership roles that will enable them to elevate standards of living worldwide and provide enhanced protection of the environment.Similarly the National Academy of Engineers states:2 Thus, within the context of professional engineering practice, one must consider a system that includes … the economic, political, ethical, and social constraints as boundary conditions that define the possible range of solutions for

Relevance Score: 0.015738158

Project-based Learning of Environmental Engineering Principles

Conference Session: Enviromental Engineering Division Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Veera Gnaneswar Gude P.E., Mississippi State University; Dennis D. Truax PE, BCEE, F.ASCE, Mississippi State University
Tagged Topics: Diversity
Tagged Divisions: Environmental Engineering

-evaluation5.In this paper, we discuss the research-based laboratory teaching exercises that were implementedin a civil and environmental engineering course. The goal of this laboratory course is tointroduce some unit operations and processes and analysis commonly applied in water andwastewater engineering. In addition, the ABET general engineering criteria also target the socialaspects of engineering education at several levels. For example, criterion 3(c), “an ability todesign a system, component, or process to meet desired needs,” and criterion 3(d) addresses theneed to function on multidisciplinary teams, criterion, and 3(f) social and ethical responsibilities,criterion 3(g) communication skills, and criterion 3(h) addresses global and social

Relevance Score: 0.012718352

Connect2U Approach to Teaching Introduction to Water Resources Management as a General Education Course

Conference Session: Environmental Engineering Pedagogy and Innovation
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Ramanitharan Kandiah P.E., Central State University
Tagged Divisions: Environmental Engineering

ethics. This urges a different teaching pedagogy for a GeDC from that which isrequired for teaching a course in a student’s major discipline 2.Course: Introduction to Water Resources ManagementIntroduction to Water Resources Management, a three credit hour course, has been taught tofulfill the general education-natural science requirement for non-Water Resources Management(Non-WRM) majors and the core course requirement for freshmen Water ResourcesManagement Department (WRM) majors. Three major programs, Water ResourcesManagement, Geology and Geography require WRM 2200 as a core course. Each semester, thiscourse is taught in three sessions with twenty students per session by two or three instructors.The university catalog description of the

Relevance Score: 0.011128558

Engaging Students in Sustainability Education and Awareness of Green Engineering Design and Careers through a Pre-Engineering Program

Conference Session: Enviromental Engineering Division Poster Session
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Araceli Martinez Ortiz, Texas State University, San Marcos; Bahram Asiabanpour, Texas State University; Semih Aslan, Texas State University, San Marcos; Jesus Alejandro Jimenez, Texas State University; Yoo-Jae Kim, Texas State University; Hassan Salamy, Texas State University
Tagged Topics: Diversity
Tagged Divisions: Environmental Engineering

What do they do? Who can be an engineer? And how can one become engineer? An introduction to the concepts of green/renewable/sustainable energies 2 Green living and environmental issues. The course will include discussions on engineering ethics. An introduction to the Engineering Design Process, Computer Aided 3 Green design Design, and Green Design Framework Advanced Fundamentals of automated manufacturing systems including

Relevance Score: 0.009538764

Assessing the “Wicked Sustainability Problem” – Literacy in Engineering Education

Conference Session: Environmental Engineering Pedagogy and Innovation
Collection: 2015 ASEE Annual Conference & Exposition
Authors: Johanna Lönngren, Chalmers University of Technology; Magdalena Svanström, Chalmers University of Technology
Tagged Divisions: Environmental Engineering

Problem.3. Wals, A., Brody, M., Dillon, J., & Stevenson, R. (2014). Convergence Between Science and Environmental Education. Science, 344, pp. 583-584.4. Wiek, A., Withycombe, L., & Redman, L. (2011). Key competencies in sustainability: a reference framework for academic program development. Integrated Research System for Sustainability Science, 6, pp. 203–218.5. Jonassen, D., Strobel, J., & Beng Lee, C. (2006). Everyday Problem Solving in Engineering: Lessons for Engineering Educators. Journal of Engineering Education, 92 (2), pp. 139-151.6. Seager, T., Selinger, E., & Wiek, A. (2012). Sustainable Engineering Science for Resolving Wicked Problems. Journal of Agricultural Environmental Ethics