Conference Session

Environmental engineering pedagogy and innovation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Marty Anne Gustafson, University of Wisconsin, Madison; Carl Vieth, University of Wisconsin, Madison; Patrick Eagan, University of Wisconsin-Madison

Tagged Divisions

Environmental Engineering

created a sustainable competency model (SCM) for thedevelopment of a new Masters Level Degree Program. The model’s major dimensions, shown inFigure 1, include science and technology, business and economics, systems analysis, personaleffectiveness, working across boundaries, management and planning, environmental justice andequity, and ideas and innovation.Within each dimension, the knowledge, skills, mindsets and behavioral attributes desired forengineers were further defined. For example, the science and technology competencies represent Page 23.455.3an advanced understanding and application of scientific principles, engineering constructs

Conference Session

Problem- and project-based learning in environmental engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Lupita D Montoya, University of Colorado, Boulder; Robyn Sandekian, University of Colorado Boulder; Daniel Knight, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

extra work and skills; however, the students demonstratedcommitment to the project and to each other by trying to raise enough funds for all volunteers totravel to Peru. The final water heater design was modular and the team planned to build fiveunits in Peru. The main components of a single unit were built and tested before travel, whilesome materials and components were procured/pre-built for additional units to be assembled inthe field. Students made many preparations, including packing the materials for the trip. Theteam’s grit was tested somewhat during travel preparation but was tested more so during theimplementation abroad.MethodThis investigation used a case study method that focused on an analysis of an individual sectionof a larger

Conference Session

Sustainability and engineering education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Ben D Radhakrishnan, National University; Shekar Viswanathan, National University; James Jay Jaurez, National University

Tagged Divisions

Environmental Engineering

various elements of the student builtgame. These elements include characters, objectives, procedures, rules, dramatic elements, andgame assets 15, 16.Stages of the Game Design Methodology:  Faculty provide a list of term based on course learning outcomes  Students play simple games to learn basics of game design  Faculty gives examples of how course concept might be used  Students begin the four phases of building games: Conceptualization (planning), Early Implementation, Implementation, and Presentation  Faculty give guidance, assessment, and correction at each phase  Utlize the http://nucatalyst.com website for resourcesFor the development process, students are usually given a clear set of terms or concepts that

Conference Session

Sustainability and engineering education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Alexandre David Wing, Colorado School of Mines; Cristal Hibbard, Colorado School of Mines; Jennifer Strong, Colorado School of Mines; Jörg E Drewes, Colorado School of Mines; Junko Munakata-Marr, Colorado School of Mines

Tagged Divisions

Environmental Engineering

water. The taste test presentation and activity highlight theimplications of increased bottled-water usage (e.g. heavy petroleum demand and negative viewsof municipal water) and put bottled and tap water head-to-head in a taste test. Box 1, below,provides a detailed account of the state standards addressed by the taste test lesson in this Page 23.1123.6module, comparable to that provided with each lesson in the module. Box 1. Taste Test Lesson Plan – Colorado Department of Education Standards Addressed Science Standards Addressed: Standard 1: Physical Sciences 5th Grade: Expectation 1 – Mixtures of matter can be separated regardless of

Conference Session

Problem- and project-based learning in environmental engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Youngwoo Seo, University of Toledo; Kimberly Mary Coburn, University of Toledo; Donald V. Chase, University of Dayton

Tagged Divisions

Environmental Engineering

age on Biological Water Quality Integrated Modules disinfectant decay and biological stability Monitoring & Simulation  Practice mathematical model calibration and (BIO-HYR-MAM) simulation with experimental data.  Monitor, simulate and explain dynamics of water Distribution system distribution system. decontamination  Practice mathematical model calibration with (BIO-CHM-HYR-MAM) experimental data.Initially the integrated lab modules were planned to be developed for in-class

Conference Session

Sustainability and engineering education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Kim LaScola Needy, University of Arkansas; TAHAR MESSADI, UNIVERSITY OF ARKANSAS; John Henry Kester III, University of Arkansas

Tagged Divisions

Environmental Engineering

process of combining concepts ormethods from different disciplines.34 The precursor of “multi” suggests a simple mixing withoutany additional integrative efforts of planning and coordination. This represented the start ofcrossing disciplines and focused on adding rather than integrating methods. The conscious stepof concerted inclusion occurs in the onset of interdisciplinary research.Interdisciplinary research expands upon multidisciplinary research because of the inclusion ofintegration. There is an intentional and necessary coordination of the research that goes beyondsimply mixing methods. Drawing from the general education movements arising post World WarI and from the cultural revolution of the 1960s, interdisciplinarity arose to show a

Conference Session

Problem- and project-based learning in environmental engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrew Ross Pfluger, P.E., United States Military Academy; Matthew P. Baideme, United States Military Academy; Katie E Matthew, United States Army; Stephen A. Lewandowski, United States Military Academy; Jeffrey A. Starke P.E., United States Military Academy; Michael A. Butkus P.E., U.S. Military Academy

Tagged Divisions

Environmental Engineering

marketing plan to the class and the outstanding projects have theopportunity to pitch to clients.Table 3: Course enrollment in EV301 by student‟s chosen academic major for the first semester ofacademic year 2012-2013. Academic Major Number Enrolled Percent of EnrollmentEnvironmental Engineering 14 42%Environmental Science 9 27%Environmental Geography 6 18%Engineering Management 3 9%Life Science 1 3% Total: 33Table 4: Course enrollment in EV300 by student‟s chosen academic major for the first

Conference Session

Environmental engineering pedagogy and innovation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Sukalyan Sengupta, University of Massachusetts, Dartmouth; Jeffrey A Cunningham, University of South Florida; Sarina J. Ergas, University of South Florida; Ramesh K. Goel, University of Utah; Dilek Ozalp, University of South Florida; Teri Kristine Reed, Purdue University, West Lafayette

Tagged Divisions

Environmental Engineering

instructionalmethods and pedagogical frameworks in the FEE curriculum. Another important outcome will bethe formation of a FEECI Development Team, a strong community of faculty, trained in the useof the FEECI and dedicated to improving FEE instruction.ProcedureThe planned approach to achieve the objectives of this project is as follows.1. Form an FEECI Development Team – a group of faculty members from 10 universities who have taught FEE courses for multiple years;2. Conduct an online Delphi study of the FEECI Development Team to identify concepts in FEE courses that are critical but prone to misconception among students;3. Conduct student interviews and brainstorming sessions to generate a list similar to that developed in stage # 2;4. Reconcile

Conference Session

Sustainability and engineering education

Collection

2013 ASEE Annual Conference & Exposition

Authors

John Woolschlager, Saint Louis University, Parks College of Eng.

Tagged Divisions

Environmental Engineering

the Student’s Choice Professor Award in 2003/2004 and nominated for the Outstanding Undergraduate Teaching Award in 2004/2005. His re- search involves developing computer models environmental processes and systems. Some examples of his funded projects include the optimization of hydraulics and water quality in a large-scale urban drink- ing water system, the optimization of wastewater treatment plants to achieve nutrient reduction, drinking water quality analysis and disinfection chemistry, and regional sustainability issues. Prior to becoming a faculty member, Dr. Woolschlager worked as an engineering consultant in the areas of environmen- tal systems analysis, environmental planning, and water resources

Conference Session

Problem- and project-based learning in environmental engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Susan E. Powers, Clarkson University; Stefan J. Grimberg P.E., Clarkson University

Tagged Divisions

Environmental Engineering

and systemsoperations need to be improved to make it a viableand sustainable endeavor that provides educational Figure 5: Senior Loren McNamera discussesopportunities for our students while generating aeroponics with a child at the 2012 EPA P3 Sustainability Design Competition and Expotasty and safe produce to consume. Examples ofprojects that are being completed by students include: • analysis of the energy consumed and cost of heating and powering the system; • design and installation of shades for the southern wall to reduce heat loss at night and radiant heat gain during the day; • systems operation plan for timing of seed planting, transplanting and

Conference Session

Sustainability and engineering education

Collection

2013 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; John Aidoo, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering

meetings with their client and faculty mentor.Each team has a civil engineering faculty mentor to help provide technical project guidance. Thecourse meets once a week for 150 minutes for 10 weeks. The class meets each week for a lectureperiod to review each step in the development of their final report for their project. The weeklylectures are planned and conducted to introduce and facilitate the completion of weeklyassignments that are sections of their report (i.e. project description, project approach, designrequirements, evaluation of alternatives, and cost estimates). Students also have weekly readingassignments on which they are quizzed during the class meeting. During the fifth week of thequarter, each student team gives a progress report

Conference Session

Environmental engineering pedagogy and innovation

Collection

2013 ASEE Annual Conference & Exposition

Authors

Angela R Bielefeldt, University of Colorado Boulder

Tagged Divisions

Environmental Engineering

on the final exam. The primary limitation to success ofthe inverted course model was inconsistent buy-in from the students to watch the videos beforeclass. About 40-60% of the class watched the appropriate online lecture prior to the relevantclass time, but by the midterm exam about 90% of the students had viewed the majority of theonline lectures. Student performance was better with the inverted classroom on two of fourrelated homework assignments. The average student performance on the midterm exam wassimilar, although the “bottom” of the curve was improved during the inverted class (increasedfrom ~44-53% traditional to 68% inverted). Improvements in student learning were primarilyevident on the more difficult quantitative concepts. Plans