- Conference Session
- Sustainability & Civil Engineering
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
-
Laura Doyle, Santa Clara University
- Tagged Divisions
-
Civil Engineering Division (CIVIL)
systems. This was followed by a waste characterizationevent where students sorted and weighed misclassified waste. The main task required students touse data analysis and computer programming to address a specific research question aboutcampus waste. The final deliverable included a memo to the Center for Sustainability presentingthe research question, data analysis and actionable recommendations to reduce waste entering thelandfill.Data for this study comes from pre- and post- course surveys that gather both quantitative andqualitative insights. A pilot of the course was offered in Fall 2023, generating initial findings,and was offered again in Winter 2025, with an enrollment of 48 students. Where possible, datawill be disaggregated to explore
- Conference Session
- Broadening Participation in Civil Engineering
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
-
Rodolfo Valdes-Vasquez, Colorado State University; Kristen L. Sanford P.E., Lafayette College; Frederick Paige, Virginia Polytechnic Institute and State University; Scott Rosas; Philip J. Parker P.E., University of Wisconsin - Platteville
- Tagged Topics
-
Diversity
- Tagged Divisions
-
Civil Engineering Division (CIVIL)
) education:integrating diversity, equity, inclusion, and justice (DEIJ) principles to counter systemic racismwhen teaching the infrastructure lifecycle. The research team piloted the Group ConceptMapping (GCM) methodology to identify and prioritize actionable strategies that can guide theeducation of future engineers in addressing racial inequities in infrastructure projects. Thefindings from this pilot study demonstrate that GCM is feasible, and valuable results are likely tobe obtained from a more extensive study. A total of 15 participants contributed to GCM activitiesin this pilot study. Forty statements generated by the participants were clustered and rated by theparticipants to create concept maps to understand the importance, implementation feasibility
- Conference Session
- Civil Engineering Division (CIVIL) Poster Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
-
Andrew Paul Summerfield, Wentworth Institute of Technology; John Peter Voccio; Wenye Camilla Kuo-Dahab, Wentworth Institute of Technology; Brian Ernst, Wentworth Institute of Technology; Chris Bode-Aluko, Wentworth Institute of Technology
- Tagged Divisions
-
Civil Engineering Division (CIVIL)
/news/student-success/academic-life/2024/08/01/sustainability-course-major-requirement-asu.11. Hook B. UC san diego launches new graduation requirement, bolstering climate changeeducation. UC San Diego Today. 2024. https://today.ucsd.edu/story/uc-san-diego-launches-new-graduation-requirement-bolstering-climate-change-education.12. Arizona State University, Ira A. Fulton Schools of Engineering. Civil engineering(sustainable engineering), BSE.https://degrees.apps.asu.edu/bachelors/major/ASU00/ESCEESUBSE/civil-engineering-sustainable-engineering?init=false&nopassive=true. Accessed Jan 15, 2025.13. UC San Diego, Scripps Institution of Oceanography. Climate change studies minor.https://scripps.ucsd.edu/undergrad/curriculum/climate-change-studies
- Conference Session
- Civil Engineering & Leadership Division Joint Session
- Collection
- 2025 ASEE Annual Conference & Exposition
- Authors
-
Binita Acharya, Colorado State University; Rebecca A Atadero P.E., Colorado State University; Mehmet Egemen Ozbek; Fawzi Khalife, Colorado State University
- Tagged Topics
-
Diversity
- Tagged Divisions
-
Civil Engineering Division (CIVIL), Engineering Leadership Development Division (LEAD)
success. Future efforts should prioritize the creationof equity-focused modules that can be integrated into the engineering curriculum. These modulesmight include interdisciplinary case studies, sustainability-focused projects, and workshops ledby practitioners to provide students with practical, contextual learning experiences. Additionally,pilot programs could be established to evaluate the effectiveness of these modules, collectingfeedback from both students and educators to refine and expand their application. Collaboratingwith industry professionals can also help create frameworks that ensure equity education remainsrelevant to current practices and aligns with professional standards. These initiatives willcontribute to the development of a