infrastructure content into upper level coursesDr. Michael R. Penn, University of Wisconsin - Platteville Professor of Civil and Environmental Engineering. Lead author of the textbook, Introduction to Infras- tructure: An Introduction to Civil and Environmental Engineering.Dr. Defne S. Apul, University of ToledoDr. Margaret E. Garcia, Arizona State UniversityDr. Jagadish Torlapati, Rowan University Dr. Jagadish Torlapati is currently a faculty at the Civil and Environmental Engineering Department at Rowan University in Glassboro. His primary areas of interest are environmental and water resources engineering. Prior to his role at Rowan University, hDr. Lashun Thomas, Syracuse University ©American
equipment used by students and included in theirreports. A – Conductivity meter and salt used during preparation of solution of varyingconcentrations. B – Digital weighing machine used for weighing salt amounts. C – Peristaltic pumpused to re-circulate water between CDI cell and water reservoir. D – Prepared solution getting mixedusing magnetic stirrer. E – Conductivity measurement of solutions used for calibration curves. F –Desalination in action using a CDI cell, reservoir, conductivity probe measuring and recordingcontinuous data and DC voltage source for applied voltages.Grading of Submitted Reports and Assessment of Students’ KnowledgeSubmitted reports were graded based on pre-determined criterion provided to students thatincluded objective(s
shik’éí dóó shidine’é . Shí éí Melissa ******* yinishyé. Bééshbichʼahii nishłį́.Hashk’aan Bit'ahnii bashishchiin. Bééshbichʼahii dashicheii. Tódích'ii'nii dashinalí. Ákót’éegodiné asdzáán nishłį́. Ahéhee’.”Do you feel you belong in the Environmental Engineering Department? If so, why, if not why? “I think there are issues in any program, but I really have enjoyed the engineeringprogram so far. Engineering is not easy in any sense. The environmental engineering departmentit self is small but that [i]s one of my favorite things about it. I think we have credible staff thatknow their filed very well. Some instructors don't have the best class setup, but I assume alldepartment[s] have [a] class like that. I want to go in water focused
Frequency Frequency (%) (n=12 projects) (n=10 projects) Health 20 37 85% increase Toilet(s) 61 83 36% increase Sewage 21 27 29% increase Sanitary 4 5 25% increase Sanitation 35 40 14% increase Urine 29 23 21% decrease Latrines 7 4
Engineers Without Borders, Germany(Ingenieure ohne Grenzen e.V.).LiteratureAllen, Deborah E.; Donham, Richard S.; Bernhardt, Stephen A. (2011): Problem-BasedLearning. In: New Directions for Teaching and Learning (128), S. 21–29.Belu, R.; Chiou, R.; Ciocal L.; Tseng, B. (2016): Incorporating Sustainability Concepts andGreen Design into Engineering and Technology Curricula. In: Journal of Education andLearning 10 (2), S. 93–102.Boyle, C. (2004): Considerations on educating engineers in sustainability. In: InternationalJournal of Sustainability in Higher Education 5 (2), S. 147–155.Buys, Laurie; Miller, Evonne; Buckley, Mathew; Jolly, Lesley (2013): The “Engineerswithout Borders” Challenge: Does it engage Australian and New Zealand students
also want to workwith faculty in other engineering disciplines to ensure that environmental protection issues areaddressed. This could include giving guest lectures in courses, particularly design-focusedcourses where environmental considerations should be part of the constraints and criteria for allengineering projects.AcknowledgmentsThis material is based on work supported by the National Science Foundation under Grant#1158863. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the NationalScience Foundation.References[1] StartClass by Graphiq. Compare Colleges & Universities. http://colleges.startclass.com/ Accessed March 10, 2017
, J. & Powers, S. (2008). Energy literacy among Middle and High School youth. 38th ASEE/IEEE Frontiers in Education Conference proceedingsDeWaters, J. & Powers, S. (2011). Energy literacy of secondary students in New York State (USA): A measure of knowledge, affect, and behavior. Energy Policy, doi:10.1016/j.enpol.2010.12.049DeWaters, J., Powers, S., Graham, M. (2007). Developing an energy literacy scale. 2007 ASEE Annual Conference proceedingsDias, R.A., Mattos, C.R., Balestieri, J.A.P (2004). Energy education: breaking up the rational energy use barriers. Energy Policy, 32: 1339-1347Hobson,A. (2003). Physics literacy, energy and the environment. Physics Education, 38, 109-114Hobson,A. (2003). Designing science literacy courses. In
; Society, vol. 19, no. 5, pp. 426–438, 1999.[12] Bradley, T. Waliczek and J. Zajicek, "Relationship Between Environmental Knowledgeand Environmental Attitude of High School Students", The Journal of Environmental Education,vol. 30, no. 3, pp. 17-21, 1999.[13] P. Tikka, M. Kuitunen and S. Tynys, "Effects of Educational Background on Students'Attitudes, Activity Levels, and Knowledge Concerning the Environment", The Journal ofEnvironmental Education, vol. 31, no. 3, pp. 12-19, 2000.[14] D. Levine and M. Strube, "Environmental Attitudes, Knowledge, Intentions andBehaviors Among College Students", The Journal of Social Psychology, vol. 152, no. 3, pp. 308-326, 2012.[15] S. Liu and H. Lin, "Exploring Undergraduate Students’ Mental Models of
Collett, W.L. “Multidisciplinary Engineering Student Projects”, in proceedings of 2011 ASEE Annual Conference & Exposition, June 26-29, 2011.7. Sattler, M.L. et al. “Engineering Sustainable Civil Engineers”, in proceedings of 2011 ASEE Annual Conference & Exposition, June 26-29, 2011.8. Mattingly, S. et al. “Multi-Disciplinary Sustainable Senior Design Project: Design Of A Campus Biodiesel Refinery”, in proceedings of 2012 ASEE Annual Conference & Exposition, June 10-13, 2012.9. Mostafavi, A. et al “Integrating Service, Learning, and Professional Practice: Toward the Vision for Civil Engineering in 2025”, Journal of Professional Issues in Engineering Education and Practice, 2016. 142(3): p.B4013001-1 - B4013001- 1010
Jung Typology Extrovert (E) 8 10 13 Introvert (I) 14 18 16 Sensing (S) 11 12 12 Intuition (N) 11 16 17 Thinking (T) 13 15 13 Feeling (F) 9 13 16 Judging (J) 16 24 22 Perceiving (P) 6