Conference Session

Environmental Engineering Division: Curricula, Criteria, Student Performance, and Growth

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology; Wayne T. Padgett, Rose-Hulman Institute of Technology; Andrew R. Mech, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering

thinking2-6, as well as helping to develop an ethical obligation toequip current student-engineers with the necessary tools for addressing engineering challenges atthe global level7. Codes of Ethics for major engineering organizations point towards suchobligations. Specifically, the National Society of Professional Engineers (NSPE) states as one ofthe Fundamental Canons that “Engineers…shall: Conduct themselves honorably, responsibly,ethically, and lawfully so as to enhance the honor, reputation, and usefulness of the profession”.8In an ever-global world, engineers must be – and our students are interested in being – preparedto practice engineering in a variety of contexts. Finally, in terms of teaching humanitarianengineering by teaching both

Conference Session

Environmental Engineering Division: Engagement, Experiential Learning, and Balance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Sirena C. Hargrove-Leak, Elon University; Willietta Gibson

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

themes, real world examples, and new topics such as sustainability. The rationalefor implementing the cases within a traditional laboratory was to determine if the cases impactedstudent engagement; helped students to see the link between laboratory exercises and real worldapplications; increased student’s critical thinking levels above the lower levels of Bloom’sTaxonomy of knowledge and comprehension for their experimental data; and improved thequality of student laboratory reports. The new cases developed addressed: 1) E-waste to teachenvironmental ethics and statistical analysis of data, 2) the 2014 Duke Coal Ash Spill inDanville, VA to teach physical and chemical water quality and treatment; 3) a Confined AnimalFeeding Operations water

Conference Session

Environmental Engineering Division: Curricula, Criteria, Student Performance, and Growth

Collection

2016 ASEE Annual Conference & Exposition

Authors

Prahlad Murthy, Wilkes University

Tagged Divisions

Environmental Engineering

“computer intensive (CI)”. In the ENV programcurriculum, the two senior capstone project courses satisfy the WI and OPO requirements;Hydrology and Air Quality are the two courses that are designated as CI and satisfy thegraduation requirements.Engineering topics that are part of the curriculum are appropriate to the discipline ofenvironmental engineering in many ways. Courses like CADD Laboratory, Engineering ProjectAnalysis, and Professionalism & Ethics, Statics, Strength of Materials, EngineeringThermodynamics and Fluid Mechanics support material and concepts in courses such asEnvironmental Engineering Hydraulics, Water Quality, Water and Wastewater Treatment, AirQuality, and Air Pollution Control. Moreover, topics covered in the above

Conference Session

Environmental Engineering Division: Sustainability and Hands-On Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado - Boulder

Tagged Divisions

Environmental Engineering

is also a licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity. c American Society for Engineering Education, 2016 First-Year Students’ Conceptions of Sustainability as Revealed Through Concept MapsAbstractThe term sustainability is over-used and often misused in society. Further, sustainability andsustainable engineering are complex topics. This research explored how first year engineeringstudents define these complex ideas, and the impacts of two different instructional methods ontheir ideas. Sustainability knowledge was evaluated using concept

Conference Session

Environmental Engineering Division: Engagement, Experiential Learning, and Balance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado - Boulder; Marissa H. Forbes, University of Colorado - Boulder; Jacquelyn F. Sullivan, University of Colorado - Boulder

Tagged Divisions

Environmental Engineering

licensed P.E. Professor Bielefeldt’s research interests in engineering education include service-learning, sustainable engineering, social responsibility, ethics, and diversity.Dr. Marissa H. Forbes, University of Colorado - Boulder Marissa H. Forbes is a research associate at the University of Colorado Boulder and lead editor of the TeachEngineering digital library. She previously taught middle school science and engineering and wrote K-12 STEM curricula while an NSF GK-12 graduate engineering fellow at CU. With a master’s degree in civil engineering she went on to teach physics for the Denver School of Science and Technology (DSST), where she also created and taught a year-long, design-based DSST engineering course for

Conference Session

Environmental Engineering Division: Sustainability and Hands-On Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Paula Alvarez Pino, UAB Sustainable Smart Cities Research Center; Andrew J. Sullivan; Fouad H. Fouad, University of Alabama - Birmingham

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

their findings usinglessons from their Scientific Writing course. The posters are presented by the students duringthe closing ceremony. First, second and third place prizes are awarded based on theirpresentation, how the research was carried out, and their application of scientific writingprinciples.One of the more entertaining activities in the program are the tours of the university facilities.The students tour the university laboratories (Figure 4) and see—first-hand—some of theresearch testing conducted by faculty and graduate students. They learn about laboratory safetyand participate and case studies that addresses ethical issues with research and professionalpractice. The students also take tours of the green roofs constructed on campus

Conference Session

Environmental Engineering Division: Sustainability and Hands-On Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michael A. Butkus, U.S. Military Academy; Jeffrey A. Starke, U.S. Military Academy; Phil Dacunto P.E., U.S. Military Academy; Kimberly Quell

Tagged Divisions

Environmental Engineering

motivation (cf. Table 5) through the 3D printing experience. In addition toenhancing the design experience required by ABET Criterion V, introduction of 3D printing alsosupported attainment of two ABET Student Outcomes. First, Student Outcome (c) “design asystem, component, or process to meet desired needs within realistic constraints such aseconomic, environmental, social, political, ethical, health and safety, manufacturability, andsustainability” was enhanced because 3D printing introduced students to the concept ofmanufacturability. Second, Student Outcome (k,) “use the techniques, skills, and modernengineering tools necessary for engineering practice” was enhanced because 3D printing is amodern engineering tool.Table 5. Assessment of 3D

Conference Session

Environmental Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

David C. Zgonc, United States Military Academy; Phil Dacunto P.E., United States Military Academy; Emily Arija Ezerins, United States Military Academy; Dalton Jefferson Alexander Combs, United States Military Academy; Jacob Neil Palmer, United States Army

Tagged Divisions

Environmental Engineering

area ofconcentration in an effective, ethical, and clearly communicated way. Tying all the subjects ofan engineering education together into a professional toolset, however, is difficult. ABET, the higher education accrediting body that helps set an engineering student onto theroad towards professional licensure, puts forward several criteria that help shape the student’sexperience and make it more likely they will be successful in their chosen field. Specifically,ABET General Criterion 3 (Student Outcomes) and General Criterion 5 (Curriculum) outline aneducation grounded in math, science, and engineering that is capped with an all-encompassingdesign experience.2 Crucially, this design experience helps the student make the

Conference Session

Environmental Engineering Division: Engagement, Experiential Learning, and Balance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Brenda Read-Daily, Elizabethtown College

Tagged Divisions

Environmental Engineering

activity. Additionally, these activities could be expanded if basic waterquality analysis equipment is available. For example, the water could be assessed pre and postpurification so students have more quantitative data to factor into their assessment.Measurements such as turbidity, suspended solids, total dissolved solids, biochemical oxygendemand (BOD), coliforms, and nitrate could be conducted as part of the class and also serve as amethod of introducing those contaminants. Another possible option is to make this set ofexercises a multidisciplinary effort, where students taking an environmental course in sociologyor philosophy such as Population and Global Issues or Environmental Ethics complete the taskstogether and engage in debates using

Conference Session

Environmental Engineering Division: Sustainability and Hands-On Engineering Education

Collection

2016 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado - Boulder; Sharon A. Jones P.E., University of Portland; Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Kathryn Schulte Grahame, Northeastern University; Andrew Gillen, Northeastern University

Tagged Divisions

Environmental Engineering

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.Dr. Sharon A. Jones P.E., University of Portland Sharon Jones is the Dean of the Shiley School of Engineering at the University of Portland. She is a licensed civil engineer with degrees from Columbia University, the University of Florida, and Carnegie Mellon University. Her research interests focus on applying decision-making methods to evaluate sustain- ability policies with emphases on infrastructure, developing economies, and particular industrial sectors. She is also interested in engineering pedagogy