Conference Session

Environmental Engineering Division Technical Session 1: Intercultural Competency-infused Teaching

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Roman Taraban, Texas Tech University; Micah Iserman, Texas Tech University; Jessica C. Pittman, Texas Tech University; Nigel Yeo, Texas Tech University; Ryan C. Campbell, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Danny D. Reible, Texas Tech University

Tagged Divisions

Environmental Engineering

Paper ID #34693Work in Progress: Assessment of Reflective Thinking in GraduateEngineering Students: Human and Machine MethodsDr. Roman Taraban, Texas Tech University Roman Taraban is Professor in the Department of Psychological Sciences at Texas Tech University. He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are in how undergraduate students learn, and especially, in critical thinking and how students draw meaningful con- nections in traditional college content materials.Dr. Micah Iserman, Texas Tech University Interested in language use, mental representation, and social

Conference Session

Environmental Engineering Division Poster Session

Collection

2017 ASEE Annual Conference & Exposition

Authors

Roman Taraban, Texas Tech University; Danny D. Reible P.E., Texas Tech University; David Emile Mesple, Texas Tech University; Francesco V. Donato, Texas Tech University; Ibrahim H. Yeter, Texas Tech University; Ryan C. Campbell, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Jill Hoffman, Texas Tech University

Tagged Divisions

Environmental Engineering

Paper ID #19253Using a Museum Exhibit as a Pedagogical Tool for Developing Reflective En-gineersDr. Roman Taraban, Texas Tech University Roman Taraban is Professor in the Department of Psychological Sciences at Texas Tech University. He received his Ph.D. in cognitive psychology from Carnegie Mellon University. His interests are in how undergraduate students learn, and especially, in critical thinking and how students draw meaningful con- nections in traditional college content materials.Dr. Danny D. Reible P.E., Texas Tech University Dr. Danny D. Reible is the Donovan Maddox Distinguished Engineering Chair at Texas

Conference Session

Environmental Engineering Division Technical Session 1

Collection

2017 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University

Tagged Divisions

Environmental Engineering

and thinking through writing. Exploratory writing exercise involved atopical discussion of stormwater treatment process. A formal writing exercise was given in theform of a stormwater pollution prevention plan (SWPPP) assignment which included a peer–review session prior to final grading. A reflective writing exercise was included to summarizelearning experiences through classroom and writing activities throughout the semester to identifyareas of strengths and weaknesses and accomplishments and pitfalls and areas/topics for futuredevelopment.Student learning experiences and the effectiveness of writing exercises were discussed. Thebenefits of writing exercises were evaluated through the ABET outcomes and a survey andevaluation of students

Conference Session

Environmental Engineering Division Poster Session

Collection

2016 ASEE Annual Conference & Exposition

Authors

David C. Zgonc, United States Military Academy; Phil Dacunto P.E., United States Military Academy; Emily Arija Ezerins, United States Military Academy; Dalton Jefferson Alexander Combs, United States Military Academy; Jacob Neil Palmer, United States Army

Tagged Divisions

Environmental Engineering

designs. Additionally, Eppes and Milanovic observe that integrativecapstone experiences feature conspicuously in many programs’ student outcome assessmentevaluations, which are so important for accreditation, like ABET, and program rankings.11 It isin the interests of the student and the higher education institution, then, to offer the best seniorintegrative engineering experience possible. Assessing students’ professional growth through near open-ended design can be difficult.Student reflections are often used to address this problem. Student reflections can serve twopurposes benefitting the student and the curriculum assessor in turn. Reflections give studentsthe opportunity to consider alternatives, understand professional practices, and

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Maeghan Marie Brundrett, Texas Tech University; Dylan Christenson, Texas Tech University; Paula Ann Monaco, Texas Tech University; Kevin A. Nguyen, Texas Tech University; Audra N. Morse, Texas Tech University

Tagged Divisions

Environmental Engineering

down the watershed. Data collected from their sample was then gathered into alarger data set representing data from all three lab sections and the three lake sites. Students werethen given the task of analyzing and reporting the data throughout the semester. To examine therelationship between field work and student attitudes and perception on field studies, students inan environmental engineering laboratory course were assigned a reflection paper before and afterperforming the field work exercise. Further reflection was given by the instructor of the labcourse on student’s performance, attitudes, and the instructor’s perception of the field study.Final results revealed a positive response by both students and instructors in regard to

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2018 ASEE Annual Conference & Exposition

Authors

Nathaniel P. Sheehan, United States Military Academy; Jeffrey A. Starke, United States Military Academy; David C. Zgonc, United States Military Academy

Tagged Divisions

Environmental Engineering

, andsociety. The institution (the school) bears ethical and chartered obligations to society to graduatequalified individuals technically-ready and ethically-primed to enter into professional life. Theinstitution must choose to confer a degree based on course grades (and GPA in relevantcoursework). Course grades in turn should reflect individual student mastery of course material.How, then, should an assessment model be structured to selectively promote collaboration andstill maintain the integrity of the individual educational assessment process? We seek to answertwo questions in this assessment. How do we adjust the course assessment model (types ofassignments used/points allocated) to best teach a classroom of digital natives with varyingdegrees

Conference Session

A Focus on Sustainability

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Azadeh Bolhari P.E., Angelo State University; Daniel Ivan Castaneda, James Madison University; Kenneth Stewart, Angelo State University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

exit interviews(blue shaded cells). Table 2- Artifacts reflecting sustainability mindset categorized by present or future orientation. Location of Artifacts Artifacts Household Present Future Two Entry Household 2 1 0 4 Interviews Household 4 0 1 Four Interim 2 Household 2 0 2 Interviews or Focus Groups 10 Household 4 7 3 Household 2 0 0 Two Exit Interviews 5

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

earlierinterdisciplinary efforts. The EnGAGE project was used as an innovative way to promotecollaboration between the two classes while achieving traditional course goals in each. Studentswere involved in all aspects of the project, including site assessment, design, planning and willbe an integral part of construction of the garden. Participants completed short pre and postsurveys during various phases of the project, and will be resurveyed at the project conclusion aswell as asked to write reflections on their to gain qualitative and quantitative data regardingproject success.Introduction:Entry level engineering courses are beginning to emphasize production of a more well-roundedengineer through service and community involvement. Interest in outside of the

Conference Session

Understanding Students: Recruiting, Retention, Enrichment

Collection

2009 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

comparative energy and pollution outputs associated with landfilling or waste-to-energy incineration of the non-recycled wastes. 7 Reflective Students discuss what they learned from the guest speakers and their Essay current impressions of EVEN, including if they plan to stay in the major and what topics they are particularly interested in.In assignments 1, 5, and 7 students typically indicate which sub-discipline area(s) of EVENinterest them. This evolves over the course of the semester, including students who indicate inassignment 7 that they don’t intend to major in EVEN. Assignments 2, 3, and 6 allowed thestudents to experience how energy

Conference Session

Emphasizing Communication and the Humanities in Environmental Engineering

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Roman Taraban, Texas Tech University; David Robledo, Texas Tech University; Francesco V. Donato, Texas Tech University; Ryan C. Campbell, Texas Tech University; Jeong-Hee Kim, Texas Tech University; Danny D. Reible, Texas Tech University; Chongzheng Na, Texas Tech University

Tagged Divisions

Environmental Engineering

aspiration is to find meaningful ways to give art students a better understanding of the current state of empirical aesthetics in the belief that such an appreciation would inform and influence their studio art practice.Dr. Ryan C. Campbell, Texas Tech University Having completed his Ph.D. through the University of Washington’s interdisciplinary Individual Ph.D. Program (see bit.ly/uwiphd), Ryan is now a Postdoctoral Research Associate and Instructor at Texas Tech University. He currently facilitates an interdisciplinary project entitled ”Developing Reflective Engineers through Artful Methods” and teaches courses in the colleges of engineering and education. His scholarly interests include both teaching and research in

Conference Session

Engaging Students

Collection

2010 Annual Conference & Exposition

Authors

Kristen Sanford Bernhardt, Lafayette College; Sharon Jones, Lafayette College; Christopher Ruebeck, Lafayette College; Jacqueline Isaacs, Northeastern University

Tagged Divisions

Environmental Engineering

Page 15.208.3through the transformation of experience.”11 This experiential learning process is a four-stagecycle where a learner observes and reflects on a concrete experience, these reflections aretransformed into abstract concepts, these abstract concepts suggest new ideas, and these newideas are then tested so they can guide new experiences.12 Central to the theory is that learnershave different learning styles, and make different choices in educational settings.13These learning theories are used to design appropriate simulation exercises depending on thelevel of the learning objectives and the existing knowledge of the students. Ertmer and Newby(1993) suggest that behaviorism works best for introductory learning with students who

Conference Session

Environmental Engineering Division Technical Session 2: Innovative Approaches for Teaching Environmental Engineering

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Sara Freix, Virginia Polytechnic Institute and State University; Yousef Jalali, Virginia Polytechnic Institute and State University; Daniel S. Brogan, Virginia Western Community College; Akshat Kothyari, Virginia Polytechnic Institute and State University; Vinod K. Lohani, Virginia Polytechnic Institute and State University

Tagged Divisions

Environmental Engineering

students to several topics including problem solving,information literacy, written and oral communication, teamwork, professionalism, ethics, thedesign process, significant figures, dimensional analysis, spreadsheet software, mathematicalsoftware scripts, descriptive statistics and technology applications within the field ofengineering.Within these topics, the current implementation will focus on facilitating learning activities thathelp students to solve problems by developing problem definitions, formulating hypotheses,stating their assumptions, identifying the knowns and unknowns, exploring resources,developing explanations, and communicating and reflecting on their proposed solutions in ateam-based setting. Planned subsequent activities

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2019 ASEE Annual Conference & Exposition

Authors

Sanjay Tewari, Missouri University of Science & Technology

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

concepts and techniques.However, a major portion of teaching still takes places in classroom settings. Educators adoptvarious pedagogical practices, teaching-aids, and technologies to engage students in learningthe course contents effectively within the controlled environment of classrooms. In ideal classsettings, an instructor should be able to reach out to all students regardless of their learningstyles. These learning styles could be sensory, intuitive, visual, verbal, reflective, active,sequential and global as defined in the Index of Learning Styles (ILS) classification system[1] - [5].Active and hands-on learning in environmental engineering is not new. More recently, theauthor has been involved in multiple studies focused on promoting

Conference Session

Introducing Sustainability into Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

Jean D. MacRae, University of Maine

Tagged Divisions

Environmental Engineering

thereforebeen emphasized in a technical course, and a non-technical course was designed to exploresustainability issues in a global development context. Student participation in Engineers WithoutBorders (EWB), a service organization with a mission to provide sustainable engineeringsolutions for developing communities, also provides informal learning opportunities.These three venues provide different contexts in which to understand sustainability. Theirdifferent emphases produce varying perspectives on sustainability and different levels ofawareness, especially about the social impacts of engineering design and practice. This paperprovides a reflection on the ways in which the environmental, social and economic aspects ofsustainability appear to lend

Conference Session

Environmental Engineering Division Poster Session

Collection

2014 ASEE Annual Conference & Exposition

Authors

Natalie Mladenov, Kansas State University; Tara Kulkarni, Norwich University; Mara London, Gonzaga University

Tagged Divisions

Environmental Engineering

having information come to them through memory, imagination, theory, andhunches (intuitive); students who prefer receiving information through physical demonstration,figures, and pictures (visual) or through words and mathematical expressions (verbal); studentswho process information actively through hands-on experiences (active) and those who reflect oninformation (reflective); and students who learn in step-by-step logical progression (sequential)and those who get the message all at once without seeing the connections (global). Estes et al.2revealed that traditional lecture-style engineering courses tend to teach toward the intuitive,verbal, reflective, and sequential learner. In contrast, recent work by Felder and Spurlin3 suggeststhat many

Conference Session

Environmental Engineering Division: Engagement, Experiential Learning, and Balance

Collection

2016 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Sirena C. Hargrove-Leak, Elon University; Willietta Gibson

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

styles of active/reflective, sensing/intuitive, visual/verbal andsequential/global before instruction of the case study. The results confirm that the majority of thestudents were active, sensing, visual and sequential learners. These characteristics are ideal forthe use of cases and hands-on interactive instruction. Overall, the students found the use of casesmore engaging and the cases elevated their interest in laboratory discussions and course content.External evaluation of the student reports suggest that the use of cases did not significantlyimprove the quality of the student laboratory reports, however, student interpretation andanalysis of data slightly improved.     Purpose of Study Laboratory courses

Conference Session

Environmental Engineering Division: Curricula, Criteria, Student Performance, and Growth

Collection

2016 ASEE Annual Conference & Exposition

Authors

Michelle Marincel Payne, Rose-Hulman Institute of Technology; Wayne T. Padgett, Rose-Hulman Institute of Technology; Andrew R. Mech, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering

electrical engineering. In addition, eachfaculty member had some limited amount of experience overseas. The consulting engineer hadextensive experience with EWB teams and in developing engineering solutions worldwide.The concept of “Do No Harm” was woven throughout the course by exposing students tointernational case studies. One class per week was dedicated to considering success ofhumanitarian engineering projects and the unfortunate frequency of failed – though well-intended – projects. Assignments forced the students to reflect upon positives and negatives andincorporate the best in their plans. Additionally, the students were challenged to develop a designand prototype to transport water from a creek on campus considering appropriateness

Conference Session

Interdisciplinary Experiences and Assessment in Environmental Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Angela R. Bielefeldt, University of Colorado, Boulder

Tagged Divisions

Environmental Engineering

4.6 responsibilityWritten communication NR 4.8 4.3 5.3 5.0 4.9Oral communication NR 5.0 3.2 5.6 5.1 5.0Impact of engineering in a NR 4.7 4.5 4.8 4.9 5.1 societal contextLifelong learning NR 4.5 3.5 4.7 4.8 5.1Contemporary issues NR 3.6 3.4 4.6 4.6 4.4NR = not rated since the question was not asked that year; items with ratings above 5.0 havebeen highlightedStudents’ Reflective EssaysAll students in the course were required to write reflective essays. This was a

Conference Session

Service Learning Projects in Developing Countries

Collection

2009 Annual Conference & Exposition

Authors

Jess Everett, Rowan University; Yusuf Mehta, Rowan University; Joshua R. Wyrick, Rowan University; Maria Perez-Colon, Rowan University

Tagged Divisions

Environmental Engineering

, in Senegal, El Salvador, and The Gambia.IntroductionExperiential education involves educators teaching by engaging students directly in realexperiences and focused reflection. Experiential learning is a component of experientialeducation, i.e., learning through direct experience. Experiential education and learning can be avaluable component of engineering courses [1,2,3,4,5].Engineers Without Borders (EWB) is a non-profit humanitarian organization dedicated toimproving the quality of life for impoverished communities around the world. EWB connectsstudents and professional engineers with communities in developing countries and provides helpthrough the implementation of environmentally and economically sustainable engineeringprojects. In

Conference Session

Environmental Engineering Curricula

Collection

2006 Annual Conference & Exposition

Authors

Kurt Paterson, Michigan Technological University

Tagged Divisions

Environmental Engineering

Michigan Technological University (MichiganTech). This paper details the course objectives and design, the educational modelsinfluencing its form, and some preliminary outcomes.Learning PreferencesThere are several methods to assess learning preferences1. One method applicable toscience and engineering students is the Index of Learning Styles2. This forty-fourquestion assessment is easily administered via a web-based questionnaire3. In this methodlearning preferences are determined with results along a spectrum of four learningpairings: sensing-intuitive, global-sequential, active-reflective, and verbal-visual. No twostudents learn exactly alike. Learning style is simply a preferred way of learning – oftenthe way(s) that knowledge “sticks” most

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2014 ASEE Annual Conference & Exposition

Authors

Philip J. Parker P.E., University of Wisconsin, Platteville; Ben Bocher, University of Wisconsin, Platteville; Austin Polebitski, University of Wisconsin Platteville

Tagged Divisions

Environmental Engineering

Low level are deemed “Unacceptable.” The competencieslisted in each outcome level varied slightly for each course and varied as the semester progressed(as will be noted in the “Reflection” section of this paper). The competencies used at the end ofthe Fall 2013 semester for the 4000-level Hydrology course are listed in Table 1. A similar listof competencies was used in the 3000-level Fluid Mechanics course, with adjustments to fit theinstructors’ preferences. These adjustments were relatively minor; for example, in the 4000- Page 24.205.3level courses, two or more comma errors are considered a Low level error, while for the 3000-level courses

Conference Session

What Else do Environmental Engineers Need to Know

Collection

2011 ASEE Annual Conference & Exposition

Authors

Mahbub Uddin, Trinity University

Tagged Divisions

Environmental Engineering

also give a five minutes presentation and conduct class discussion/debate on acontemporary environmental issue as soon as it appears as a news item. Students maintain aportfolio/journal of all the articles on contemporary environmental issues they read over thesemester. At the end of the semester each student is required to submit his/her portfolio of sevenarticles along with his/her reflections and assessment of each articles. In addition, studentsconduct environmental caucuses similar to town hall meetings, and write two term papers oncontemporary environmental issues.Course OverviewThe Fundamentals of Environmental Engineering course is intended for sophomore /juniorengineering students at Trinity University1. This course is also open for

Conference Session

Sustainability in Engineering Curricula

Collection

2009 Annual Conference & Exposition

Authors

Cynthia Murphy, University of Texas, Austin; David Allen, University of Texas, Austin; Cliff Davidson, Carnegie Mellon University; H Scott Matthews, Carnegie Mellon University; Braden Allenby, Arizona State University; Chris Hendrickson, Carnegie Mellon University; John Crittenden, Arizona State University

Tagged Divisions

Environmental Engineering

potential to play a leadership role: “environment” is one of thethree “legs” of sustainability, while civil and architectural engineering represent significantanthropogenic flows of materials and energy and reflect the needs and desires of society. Page 14.897.2In the first of a two-step benchmarking process, the administrative heads of 1368 engineeringdepartments (or the equivalent) at 364 US universities and colleges were contacted and asked tocomplete a questionnaire about the extent to which sustainable engineering was being integratedinto their departments. More than 20% of those contacted responded. Within that 20%, morethan 80% of all

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

, reflecting the evolving areas ofpractice in the professional field. More recently, many environmental engineering programshave begun to incorporate sustainability principles into the curriculum, reflecting the need toprepare future engineers to address complex and interdisciplinary issues that challenge oursociety. The purpose of this paper is to examine how sustainability principles have beenintegrated into environmental engineering curriculums. A national-level review of all sixtyABET accredited environmental engineering programs reveals that 73% have incorporatedsustainability concepts somewhere in their program educational objectives, student outcomes,courses, and/or in program descriptions posted on websites and in catalogs. However, few

Conference Session

Environmental Engineering Division Poster Session

Collection

2018 ASEE Annual Conference & Exposition

Authors

Freya Willicks, RWTH Aachen University; Valerie Varney, IMA/ZLW of RWTH Aachen University; Max Haberstroh, RWTH Aachen University

Tagged Divisions

Environmental Engineering

implementation of the EWB Challenge in Germany. Atypical task of a completed EWB Challenge with the focus on efficient cooking and heating inrural areas in Africa is presented and an exemplary solution concept of one student group isprovided. The example shows how the following goals can be achieved with the illustratedimplementation: Interdisciplinary work, reflection on the use of technology in developingcountries and the motivating combination of theoretical knowledge and practical relevance. Theexample also illustrates how civil society engagement can be brought to university. To analyzethe effects of the EWB challenge on the participating students, a two-part evaluation (pre- andpost-evaluation) has been conducted in the course of the Challenge’s

Conference Session

Environmental Engineering Curricula III

Collection

2007 Annual Conference & Exposition

Authors

Angela Bielefeldt, University of Colorado at Boulder

Tagged Divisions

Environmental Engineering

major; (2) place a greater emphasis on sustainability and globalengineering in the course. In fact, it was hypothesized that the emphasis on sustainability andglobal engineering could help achieve the recruiting and retention goal, particularly for femaleand minority students. Previous research has indicated that these topics help attract women toengineering.7 In addition, Seymour found that: “In the process of developing and clarifying their Page 12.987.2career goals, however, women expressed more altruism than men and were more likely to switchto career paths that reflected humanitarian goals or offered more satisfying work.”8 The

Conference Session

Environmental Engineering Division Technical Session 2

Collection

2017 ASEE Annual Conference & Exposition

Authors

Jennifer Mueller PE P.E., Rose-Hulman Institute of Technology; Mark H. Minster, Rose-Hulman Institute of Technology

Tagged Divisions

Environmental Engineering

thestart to the end of their participation in the program. Students also performed routine self-assessments and reflections, based on a developed set of program learning outcome, at thebeginning, middle, and end of each quarter. In their reflections, students noted where they haveachieved this level of learning (i.e. course content or specific co-curricular activities). Throughimplementation of the design process in the courses of the HERE program, we anticipated thatstudents would reach higher levels of learning in sustainable design.IntroductionNearly all engineering professions and accreditation boards, not to mention a growing number ofemployers, require that engineering graduates be able to design for sustainability. And yet, until2011, the

Conference Session

Enviromental Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University; Dennis D. Truax PE, BCEE, F.ASCE, Mississippi State University

Tagged Divisions

Environmental Engineering

-directed learningoutside of class create opportunities for the students to apply knowledge and identify questionswhich can be resolved in the SI session. Students follow a set of steps to develop properquestions and find their own solutions by applying critical thinking skills. Finally, project basedlearning creates interactive and collaborative learning opportunities that promote the logicalprogression in creative thinking that leads to critical thinking. This paper presents theobservations made through these learning methods and provides a platform for discussion onthese topic areas. The improvement in students’ critical thinking skills were reflected by thequality of the writing assignments and the higher grades obtained by the group of

Conference Session

Enviromental Engineering Division Poster Session

Collection

2015 ASEE Annual Conference & Exposition

Authors

Veera Gnaneswar Gude P.E., Mississippi State University; Dennis D. Truax PE, BCEE, F.ASCE, Mississippi State University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

Taxonomy1 defines higher levels of learning as “synthesis - to create, design,develop, formulate...; and evaluation - to evaluate, rate, defend, predict”. To promote higherlevels of learning (or taxonomies), proper instructional strategies should be implemented. Theseinstructional strategies should include learning elements that provide authentic contexts, criticalthinking, authentic activities, multiple roles and perspectives, coaching and scaffolding, access toexpert performances and modeling, promote reflection to enable abstraction and articulation.These elements should support collaborative construction of knowledge and the use of authentic

Conference Session

Environmental Engineering Curricula III

Collection

2007 Annual Conference & Exposition

Authors

Kurt Paterson, Michigan Technological University

Tagged Divisions

Environmental Engineering

podcast viewing application (iTunes or similar)is automatically notified when a new episode is available. This eliminates the need forstudents to continually check for new episodes at the class web site.3. Pedagogical DesignIn the Introduction to Environmental Engineering class the enhanced-podcast wasdesigned as a critical component to a balanced learning environment, not as a newdelivery of ineffective teaching methods (e.g. creating hour-long lectures on an iPod).Core lecture segments were shifted to the podcast, allowing class time to be used foractive learning exclusively. Podcasts have the advantages of pause and replay by thestudent, important for such reflective course elements like lecture. The podcast, andcompanion web site, directed