Conference Session

Project-Based Service Learning

Collection

2009 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder; Kurt Paterson, Michigan Technological University; Chris Swan, Tufts University

Tagged Divisions

Environmental Engineering

orientation toward cultural differences 35 Learning self-efficacy instrument: confidence in self-directed learning25, 36, 37 Miville-Guzman Universality-Diversity Scale (MGUDS-S) survey – cultural competency38, 39 Need for Cognition Scale: self-directed learning measure40 Pittsburg Freshman Engineering Attitudes Survey (PFEAS) 41, 42 Situational Intrinsic Motivation Scale: base motivation measure 43 Student Self-Determination Scale (SDSS) 44 Student Thinking & Interacting Survey 27, 28Bland notes that quantitative data such as the IDI should be linked with qualitative information,because the IDI can show that movement is taking place along the

Conference Session

Hands-on Laboratory and Design Experiences in Environmental Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Sandeep Sathyamoorthy, Tufts University; Linda Jarvin, Paris College of Art; Michael Hollis, U.S. Air Force Academy; John Anthony Christ, U.S. Air Force Academy; C. Andrew Ramsburg, Tufts University

Tagged Divisions

Environmental Engineering

Pre PBL lab ScoreFigure 5: Measuring the impact of the PBL lab on learner self efficacy based on material taught but notmastered (left panel) and mastered (right panel). In both cases, the PBL has a significant impact on studentswho reported lower self efficacies prior to the PBL lab Page 25.105.10Table 1: Water Treatment System - Basis of DesignInfluent Quality: Turbidity 500 NTU UV Transmittance 10% (at 254 nm)Table 2: Water Treatment System Design Criteria and SpecificationsTreatment Capacity: 5 gallons in 30-min1 (10 gph)Surface Loading

Conference Session

Sustainability in Engineering Curricula

Collection

2010 Annual Conference & Exposition

Authors

Mary McCormick, Tufts University; Kristina Lawyer, Michigan Technological University; Meredith Berlin, University of Colorado - Boulder; Chris Swan, Tufts University; Kurt Paterson, Michigan Technological University; Angela Bielefeldt, University of Colorado, Boulder; Jonathan Wiggins, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

engineering design is unclear. The objective of thisresearch is to measure whether students who have service learning experience have a deeperunderstanding of sustainable engineering than their counterparts who do not have servicelearning experience. The research design is comprised of three evaluations: sustainableengineering design, self-efficacy towards sustainable engineering, and epistemological beliefstowards general engineering. Each evaluation will be performed on engineering students at threedifferent institutions which employ varying types of service learning programs; Tufts University,Michigan Technological University, and University of Colorado-Boulder. Students enrolled inthe Civil and Environmental Engineering Senior Design/Capstone

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Stephanie Butler Velegol, Pennsylvania State University, University Park; Kathy Schmidt Jackson, Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

to receive high grades had been eliminated.8 In addition aformative assessment may have a negative impact on students’ self-efficacy (individualjudgment about being able to perform an activity) and therefore their motivation to learn.9 If thegoal is learning, are there ways that we can continue to monitor and measure learning so thatstudents don’t feel under pressure and can see the value in grading?We were interested in exploring how to incorporate more formative assessment into a largeIntroduction to Environmental Engineering class. While both summative and formativeprocesses are complementary and both address “what has the student learned” more significantlearning gains can be made when formative assessment results are used to inform

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2018 ASEE Annual Conference & Exposition

Authors

Bettina Jeanine Casad, University of Missouri, St. Louis; Monica Palomo P.E., California State Polytechnic University, Pomona; Natalie Mladenov, San Diego State University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

American Chemical SocietyAnnual Spring Meeting, and at the international Dresden Nexus Conference in Germany .(3)MeasuresThe pre- and post-questionnaires included the following quantitative measures.Academic self-efficacy. An 8-item measure (Chemers et al., 2001) assessing students’ beliefsregarding their ability to successfully achieve their academic goals was rated on a scale from 1(Very Untrue) to 6 (Very True). Items included statements such as, “I know how to study toperform well on tests” and “I usually do very well at school and at academic tasks.” The scalehad adequate internal consistency (Time 1 or T1 Cronbach’s α = .70, Time 2 or T2 α = .94).Items were averaged so that higher scores indicated higher levels of academic self

Conference Session

A Focus on Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Inez Hua, Purdue University, West Lafayette; Monica E. Cardella, Purdue University, West Lafayette

Tagged Divisions

Environmental Engineering

minimizing evaluation burden to the teacher participants. The DET survey wasadministered pre- and post-program each year, the TESS survey was administered only mid-program in 2016, pre- and mid-program in 2017 and pre- and post-program in 2018. The open-ended mid-program survey was used in 2016 and 2017, and replaced with a focus groupinterview in 2018. The Design, Engineering and Technology (DET) survey and the Teaching EngineeringSelf Efficacy Scale (TESS)) were used to measure teachers' attitudes towards teachingengineering and their self-efficacy related to teaching engineering. These instrument wereselected for three primary reasons: alignment with the objectives for the RET; specific focus onengineering; and previous use of the

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

University of Colorado Boulder.Twenty-five survey items were used to measure four sub-components of sustainable engineeringmotivation, single items were used to measure global interests and interdisciplinary value, andnine items evaluated consideration for others. Sustainable engineering self-efficacy, value, andnegative attitudes were similar among students in all three majors. Environmental engineeringstudents had higher scores than civil and architectural engineering majors in sustainableengineering affect and overall motivation. Interest in working on projects outside the U.S. washigh, without significant differences between environmental, civil, and architectural engineeringstudents. Interdisciplinary value was the higher among environmental

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2019 ASEE Annual Conference & Exposition

Authors

Pablo K. Cornejo, California State University, Chico; Kevin Orner, University of South Florida

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

students (n=79) at a Hispanic-Serving Institution(HSI) through a semester-long group project. Life cycle assessment (LCA) and life cycle costanalysis (LCCA) were used to analyze the environmental and economic impacts of energyrecovery, water reuse, and nutrient recycling processes from a small-scale agriculturalwastewater treatment system in rural Costa Rica. Students’ ability to solve problems and producesolutions that accounted for environmental, economic, and social factors were evaluated usingdirect measures of student performance on specific assignments (e.g., final report, final videopresentation) and indirect measures using a self-efficacy questionnaire. Direct measures weregraded by the instructor of the course and an in-country partner

Conference Session

Environmental Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Fethiye Ozis P.E., Northern Arizona University; Sahar Razavi, Northern Arizona University; Nihal Sarikaya, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

this case provided by the NASA Space Grant.The student is living minority status in three dimensions (3D) as being a woman, a first-generation college student, and a Native American studying engineering.It is fascinating to analyze how one’s environment and experiences influence their resiliency.Data will be collected on her readiness for an academic career along measures including but notlimited to understanding of the research process, skills in academic writing, self-efficacy, andcompetence in oral presentation. The case study will explore her story. What experiences shapedher determination and brought her to this level, and what benefit did she gain from NASA Spacegrant? The goal is that sharing her story will encourage others to believe

Conference Session

Introducing Sustainability into Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jonathan Wiggins, University of Colorado, Boulder; Mary E. McCormick, Tufts University; Angela R. Bielefeldt, University of Colorado, Boulder; Christopher W. Swan, Tufts University; Kurt Paterson, Michigan Technological University

Tagged Divisions

Environmental Engineering

-efficacy to practice sustainable engineering, were foundsignificant. These three constructs were used as a basis for developing a revised instrument.The second version of the survey is geared towards measuring students' motivation to practicesustainable engineering. The thirty-five survey questions comprising the second instrument arestructured in an Expectancy Value Theory framework in the domain of sustainable engineering,comprised of self-efficacy, motivation, and affect27,28. The quantitative assessment survey wasintended to be administered after the qualitative instrument. It is comprised of several sections.The revised survey takes about five minutes to complete and opens with a consent form,institution attending, and code name for linkage

Conference Session

Problem- Project- and Case-Based Learning in Environmental Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

Janie Gina Locklear, NC A&T

Tagged Divisions

Environmental Engineering

are especially prevalent in the middle school grades for female students. Therefore,before peer pressure and popular culture lures them away from self-efficacy in math and science,outreach to females outside of the traditional classroom is crucial. For this research project,thirteen middle school students were invited to attend a summer camp hosted in theenvironmental engineering laboratory at North Carolina Agricultural & Technical StateUniversity. Three environmental and public health “cases” or stories were developed to increasethe student interest in science and environmental engineering. The girls were grouped into teamsand each group was assigned one of the three cases in which a community member or petbecame sick due to an unknown

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

measuring self-efficacy for the students in thevarious courses at each institution ranged from 56 to 68. These scores tended to vary widelybetween individuals; at institution B the average individual confidence scores ranged from 13 to100 (Table 4). For incoming first year students to feel fully confident (score=100) in their abilityto identify, understand, and assess the social, economic, and environmental elements, risks,impacts, and interdependencies as related to engineering projects seems to represent naïveunderstanding of the true complexities of these challenges. Thus, the sophomore students atinstitution C may have been better calibrated to their own knowledge and limitations when theyrated these items (with an average score of 56

Conference Session

What Else do Environmental Engineers Need to Know

Collection

2011 ASEE Annual Conference & Exposition

Authors

Susan Powers, Clarkson University; Jan DeWaters, Clarkson University; Suresh Dhaniyala, Clarkson University; Mary Margaret Monica Small, Clarkson University

Tagged Divisions

Environmental Engineering

toward global climate change and climate change science (Table 3).• Competency Survey: An Engineering Self-Efficacy Scale, which contains 15 Likert-type statements, was developed and used as part of a previous NSF-funded gender equity program at Clarkson University. It was adapted and used in this project to evaluate participants’ feelings of personal competency relative to NASA education and career goals and scientific/ technical careers related to climate change.Surveys were administered at the beginning and end of the semester for summative purposes.Statistical applications, including inferential statistics such as paired sample t-test, have beenused to measure pre/post changes in student responses. Analyses were conducted with

Conference Session

Environmental Engineering Division Technical Session 1

Collection

2018 ASEE Annual Conference & Exposition

Authors

Sanjay Tewari, Louisiana Tech University; Md Ashique Ahmed, Louisiana Tech University; Chandra Mouli Tummala, Louisiana Tech University

Tagged Divisions

Environmental Engineering

, March 10, 2018.10. A. Hofstein, and V. N. Lunetta, “The laboratory in science education: Foundations for the twenty-first century,” Science Education, vol. 88, no. 1, pp. 28-54, 2004.11. O. Odubunmi, and T. A. Balogun, “The effect of laboratory and lecture teaching methods on cognitive achievement in integrated science,” Journal of Research in Science Teaching, vol. 28, no. 3, pp. 213-224, 1991.12. R. Gurvitch, and M. W. Metzler, “The effects of laboratory-based and field-based practicum experience on pre-service teachers' self-efficacy,” Teaching and Teacher Education, vol. 25, no. 3, pp. 437-443, 2009.13. R. Felder, D. R. Woods, J. E. Stice, and A. Rugarcia, “The Future Of Engineering Education II. Teaching Methods That Work

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Walter McDonald, Virginia Tech; Daniel S Brogan, Virginia Tech; Vinod K. Lohani, Virginia Tech; Randel L. Dymond, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

succeeding, belief in one’sability to succeed and setting goals to achieve. Self-efficacy theory was used by Kamarainen etal.48 in their augmented reality lab. Interest can be assessed using Hidi and Renninger’s49 four-phase model of interest, which increases from fleeting situational interest to long-terminternalized interest. Bloom’s affective taxonomy28 is another important scale of measuringinterest in a topic. Finally, caring contains two major components, i.e. students’ personalinteractions with faculty and students’ perceived level of caring by faculty50.4.0 Experimental Design A mixed methods approach was chosen for the study because it allows for the mostcomplete answer to the research questions through the combination of

Conference Session

Enviromental Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Alandra Kahl, Pennsylvania State University, Greater Allegheny

Tagged Divisions

Environmental Engineering

suggesting a chalkboard wall where writingprompts could be displayed and student responses recorded. The second project was acomposting initiative in the planning stages for a class focused on sustainability lead by aprofessor also in engineering. The composting idea was also embraced, as the compostgenerated by the project could be used to fertilize plantings in the engagement space.Methodology:Our effort for this project consists of two main goals: Goal 1: To encourage sustainable design for community improvement in engineeringdesign and civic and community engagement. Goal 2: To promote interdisciplinary collaboration, self-efficacy and leadership whileembracing community identity.Each of these goals are in line with new ABET criteria

Conference Session

Environmental Engineering Division: Engagement, Experiential Learning, and Balance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Environmental Engineering

thinking. Luster-Teasley et al14 investigated the use offour case studies in a lab course to introduce sustainability and environmental engineeringlaboratory concepts using a modified-flipped classroom method. Students were given a casestory related to the class experiment and asked to research the topic. The in-person lab classstarted with a discussion of the case and the student’s research finding and then studentsconducted the lab exercise. Pre and post survey data indicated increased self-efficacy for ABETcriteria skills and learning gains. A problem-based learning (PBL) approach was used for an environment engineeringlaboratory component to provide an applied context to traditional experiments by Hill andMitchell15. Two problems were

Conference Session

Problem- Project- and Case-Based Learning in Environmental Engineering

Collection

2014 ASEE Annual Conference & Exposition

Authors

MaryShannon Williams, University of Missouri, Columbia; Sara Elizabeth Ringbauer, University of Missouri, Columbia

Tagged Divisions

Environmental Engineering

in which a PBLenvironment was implemented into a PBL lab unit in a traditional environmental engineeringlecture with lab course. 10 participants (7 students, 1 course instructor, and 2 graduate teachingassistants) were interviewed during the process. Using grounded theory, three themes emerged:student implications, instructor implications, PBL considerations. The data collected and thecorresponding emergent themes provide rich advice for educators considering PBLimplementation in future courses.Bibliography1. Direito, I., Pereira, A. & Duarte, A. M. d. O. (2012). Engineering undergraduates’ perceptions of soft skills: Relations with self-efficacy and learning styles. Procedia – Social and Behavioral Sciences, 55(0), 843-851.2