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- Environmental Engineering Division Poster Session
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- 2017 ASEE Annual Conference & Exposition
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Bradley A. Striebig, James Madison University
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Environmental Engineering
engineering work, he is also a published freelance photographer who has works with local and international NGOs. Dr. Striebig was the founding editor of the Journal of Engineering for Sustainable Development and an assistant editor for the Journal of Green Building. c American Society for Engineering Education, 2017 2017 ASEE Annual Conference Utilizing the Chesapeake Bay as a Basis for a Place-based Multi-component Project in Earth Systems EngineeringA systems engineering course is required by all engineering students for the completion of theundergraduate general engineering degree. This paper discusses the implementation of asemester-long, placed-based
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- Environmental Engineering Division Technical Session 3
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- 2017 ASEE Annual Conference & Exposition
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Annalisa Onnis-Hayden , Northeastern University; Carolina Beatriz Venegas-Martinez, Northeastern University; Marissa P. Dreyer, Northeastern University
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Environmental Engineering
improve water-use efficiency and watershedmanagement around the world. Moreover, providing clean water and restoring the nitrogen cycleare two of the fourteen National Academy of Engineering Grand Challenges that futureengineers will need to act upon. Therefore, treating once-used water on-site to safe effluent-reusestandards—rather than using the water just once and flushing it back to an expensive, high-maintenance centralized treatment plant—has the potential to help address these challenges byrestoring the local water-nutrient cycle.With these considerations, during the spring of 2016 a capstone project at NortheasternUniversity was designed to task civil and environmental engineering students to providesolutions to those Engineering Grand
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- Environmental Engineering Division Technical Session 3
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- 2017 ASEE Annual Conference & Exposition
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Pablo K. Cornejo, California State University, Chico
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Environmental Engineering
performed well in the class (average = 84%, standard deviation = 7%) andon the final group project report (average = 90%, standard deviation = 4%). Future versions ofthis course could be improved by introducing LCA software earlier in the curriculum andintegrating this course as a pre-requisite or co-requisite to a senior capstone. By teachingstudents an innovative approach to the conventional evaluation-of-alternatives, students wereable to propose designs that minimize environmental impacts (e.g., carbon footprint) and provideeconomically feasible solutions simultaneously. Consequently, this paper highlights a viableteaching model for other universities integrate sustainability into their curriculum.IntroductionCoastal regions in the United
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- Environmental Engineering Division Technical Session 3
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- 2017 ASEE Annual Conference & Exposition
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Shannon L. Isovitsch Parks P.E., University of Pittsburgh, Johnstown; Laura J. Dietz, University of Pittsburgh, Johnstown
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Environmental Engineering
that provided the projects, and one of his engineers who worked on the project.During the students’ final team design project presentations, three (3) engineering faculty, three(3) industry professionals, and six (6) students provided feedback on the level of the team’s oralcommunication skills compared to those of other young professionals. They were also asked torate the team’s oral communication via the Association of American Colleges and UniversitiesOral Communication VALUE Rubric. Students were also asked to rate their teammates via theTeamwork VALUE Rubric (Association of American Colleges and Universities 2010). Theratings were made on a scale of 1 to 4, with 4 representing greatest communication or teamworkskill (i.e. capstone
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- Environmental Engineering Division Technical Session 2
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- 2017 ASEE Annual Conference & Exposition
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Diane L. Bondehagen, Florida Gulf Coast University; Simeon J. Komisar, Florida Gulf Coast University
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Environmental Engineering
achieve student learning outcomes at hightaxonomic levels; however, a large cohort of Civil Engineers fall short in achieving learningoutcomes at the highest levels. An analysis of course outcomes, particularly in the senior levelSustainability course and the senior capstone design course, presents the results of curricularedesign in regards to sustainability. Continuing the longitudinal study begun in 2015, there isan enhanced immersion of students in all the environmental courses with an emphasis on project-based learning; civil students are exposed to sustainability in the required Fundamentals inEngineering with a majority of civil students also taking the stand alone Sustainability course.Survey results continue to demonstrate that a focus
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- Environmental Engineering Division Technical Session 3
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- 2017 ASEE Annual Conference & Exposition
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Inez Hua, Purdue University; Loring Nies, Purdue University
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Diversity
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Environmental Engineering
, brainstorming of alternatives, definition of criteria for evaluatingalternatives, analysis, prototyping, and iteration. The specific assessment tool is shown below: Assessment tool: Evaluation of final project reports, May 2016. Specifically looking for evidence of: — need-finding or other description of the needs of the project — clear description of design goals — brainstorming or listing of various conceptual ideas to solve a problem — criteria for decision, and analysis based on those criteria (decision matrix) — iteration, perhaps following a prototype — consideration of a variety of types of constraintsScoring Rubric:Excellent: (1) Project report shows clear design goals and clear evidence of consideration ofthe needs
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- Environmental Engineering Division Poster Session
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- 2017 ASEE Annual Conference & Exposition
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Bradley A. Striebig, James Madison University
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Environmental Engineering
therelationships between industrial and ecological systems.17,18,19 This paper focuses on the secondpart of the two-course sustainability sequence that is a problem-based course based onquantifiable life cycle analysis using multi-parameter sustainability tools, including footprintanalysis, GREET LCA software and Sima Pro LCA software. The expected outcomes associatedwith the course, which address ABET student outcome criteria a, c, e, h, i, j, and k that are listedin Table 1. The topics covered in the course are mapped to the expected course outcomes inFigure 1.This paper discusses the implementation of a semester-long deep-learning project designed forstudents to engage with and compare GREET and SimaPro LCA platforms for analyzing theenvironmental