Conference Session

Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Leslie Hadaway, Norwood High School; Megan Urbaitis, Norwood High School; Regina Lamendella, Lawrence Berkeley National Laboratory; Daniel Oerther, University of Cincinnati; Andrea Burrows, The University of Cincinnati; Mike Borowczak, The University of Cincinnati; Anant Kukreti, The University of Cincinnati

Tagged Divisions

Environmental Engineering

nearly 60% of lessonsdeal with societal or social impacts, less than one-third of the STEP lessons focus on connectingthe material to potential careers. Page 15.483.4 Component % of lessons that addressed % of lessons that partially this component addressed this componentScience 78.13% 3.13%Technology 65.63% 25.00%Engineering 62.50% 34.38%Math 59.38

Conference Session

Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Bette Grauer, Kansas State University; Diana Grauer, Kansas State University

Tagged Divisions

Environmental Engineering

theautomobile exhaust sampling activity. Representative sample data of automobile emissions arepresented along with a discussion of the sampling results, a method for approximating pollutantmass emission rate levels, and comparison to EPA standards.IntroductionMedia coverage of environmental issues and global climate change occurs daily. Engineeringstudents are continuously exposed to environmental topics and many are interested in pursuingenvironmental engineering careers. How can engineering educators incorporate contemporaryissues in environmental engineering into the classroom? The activity described in this paper isdesigned to introduce students to automobile exhaust pollutant issues in a problem-basedlearning activity. The activity takes

Conference Session

Sustainability in Engineering Curricula

Collection

2010 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

first-year students at CU near the beginning of their secondsemester in spring 2009, only 11% of the EVEN majors indicated that their understanding ofengineering as a career was “very clear” before they enrolled; 7% were “not at all clear”; theaverage rating was 3.2 on a scale of 1 to 5 (very clear). The primary sub-discipline areas ofinterest among first year EVEN students at CU has changed significantly over the past 4 yearsthat we have collected this data. In 2006, 34% of the students were interested in air and 34% inwater; in 2009 this shifted to 37% interest in energy, 23% water, 14% remediation, and only 5%air. To retain students in environmental engineering, it may be helpful to highlight the interfaceof their interest areas with the