Displaying all 4 results
- 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 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
- Problem- Project- and Case-Based Learning in Environmental Engineering
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- MaryShannon Williams, University of Missouri, Columbia; Sara Elizabeth Ringbauer, University of Missouri, Columbia
- Tagged Divisions
- Environmental Engineering
Accreditation Board forEngineering and Technology (ABET) professional skills7, 8. Page 24.974.3Review of LiteratureWhat is PBL? Jonassen6, in his handbook on designing problem-solving learning environments, definesPBL as an instructional strategy characterized by: focusing on authentic, ill-structured problems;being student centered; allowing for self-directed learning by the students; and requiring regularself-reflection, where students monitor and adjust their learning. PBL has its foundations insituated learning, which is known for active learning, social mediation, meaningful learning,purposeful participation in communities of practice, and
- Conference Session
- Sustainability and Hands-on Engineering Education
- Collection
- 2014 ASEE Annual Conference & Exposition
- Authors
- Andrew Ross Pfluger P.E., U.S. Military Academy; Philip J. Dacunto, Department of Geography and Environmental Engineering, United States Military Academy; Michael Hendricks, United States Military Academy
- Tagged Divisions
- Environmental Engineering
many random, turbulent eddies. These random fluctuations willdisperse the pollutant away from the plume centerline, resulting in a normal or Gaussiandistribution of concentrations in both the vertical (z) and crosswind (y) directions. Assuming aconstant wind in the x direction, a non-reacting pollutant, and total reflection from the ground,the concentration of pollutants downwind at any point x, y, and z can be predicted with thefollowing equation:4 Q y2 z H 2 z H 2 C exp exp exp 2u y z 2 2 2 z2 2 z2