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

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