Conference Session

Environmental Division Technical Session 4

Collection

2019 ASEE Annual Conference & Exposition

Authors

Daniel B. Oerther, Missouri University of Science & Technology

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

- it stressed me out so much that sometimes it made it hard to focus on the information I was learning instead of the quickest way to get through the quizzes. M. I never took a course that was structured this way and I really enjoyed it. The minimum workload wasn't too much and there was room for the students to earn more if they wanted.” [6].And, “About the course [5605 Environmental Modeling] format: C. Please spend less time going over the 'rules'. Yes, the class has a unique structure, but students should read the syllabus. D. A major strength in this class is the grading system - any student who doesn't earn an 'A' is either lazy or stupid or both. E. The grading system encourages students to take

Conference Session

Inventive Opportunities for Research and Exposure

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Inez Hua, Purdue University, West Lafayette; Loring Nies, Purdue University, West Lafayette; Lindsey B. Payne, Purdue University, West Lafayette

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

certain assignments weren't always specified” Category of Investigation: Team Teaching Increase coordination between instructors and among modules; share content; Construct consider one overarching syllabus “Sharing materials and assignment information between modules” Example Excerpts “Having the previous module instructor provide a brief outline of assignments and major takeaways from the course to the upcoming instructor” Category of Investigation: Thematic Approach Construct Increase clarity in connection between modules “Some modules were in continuity others weren't” Example Excerpts

Conference Session

Environmental Engineering Division Technical Session 3: Teaching Environmental Engineering in the COVID-19 Era

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

David V.P. Sanchez, University of Pittsburgh; Tony Lee Kerzmann, University of Pittsburgh; Claire P. Chouinard, University of Pittsburgh; Gregg P. Kotchey, University of Pittsburgh

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

. The majority of the students chose to attend class online via a live Zoomvideoconference feed. A smaller portion of the students attended class in a traditional classroomusing social distancing and following the university COVID safety protocol. The students whowere in-person we able to communicate in real-time with the online students and faculty throughthe use of the classroom audio visual equipment, as shown in Figure 2. The class syllabus andrequirements for the same for students attending online and in-person. Figure 2: In-Person Classroom and Zoom Online Synchronous InstructionMethodologyA sophomore sustainability course with two sections and 92 total students (10 of which weregraduate students) was taught in the fall semester

Conference Session

A Focus on Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Fethiye Ozis P.E., Northern Arizona University; Nihal Sarikaya, Northern Arizona University; Roy St. Laurent, Northern Arizona University; Daniel'le April DeVoss, Northern Arizona University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

used toengage underprepared students while creating an inclusive whole-group discussion. Theassessment of the pre-class preparation on student engagement and learning has been shown tobe impactful [34]. This course included a total of eight assignments over the course of thesemester. Three assignments required students to work with peer-reviewed scientific articles onair pollution health impacts, hazardous waste, and ethical case studies. Two assignments taskedstudents to do mini research: personal water footprint and waste analysis of a fast foodrestaurant. In addition, three purely pedagogical homework tasks were assigned to develop self-regulation of learning, such as syllabus review, letter to future self, and mid semester evaluation[32