Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 3 - Innovative Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Hang Song, Auburn University; Karen McNeal, Auburn University; John T. Solomon, Tuskegee University; Lauren E. Beckingham, Auburn University; Kelly Lazar, Clemson University

Tagged Divisions

Environmental Engineering Division (ENVIRON)

Cognitive Theory (Bandura, 1986) and transformationallearning theory informed questions assessing how students' understanding of sustainabilityinfluences their behaviors. These theories emphasize the role of self-efficacy and critical reflectionin driving behavioral change towards more sustainable practices. Abilities Section (S4 & S5): Questions in these sections evaluated students' confidence inperforming tasks related to sustainable engineering and their ability to integrate technicalknowledge with societal needs. Systems thinking and socio-technical systems theory wereinstrumental in shaping these questions, highlighting the need for holistic problem-solving andsustainable engineering solutions.By aligning the theoretical approaches

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 1 - Sustainability & Environmental Justice

Collection

2024 ASEE Annual Conference & Exposition

Authors

Jeffrey M. Bielicki, The Ohio State University; Yun-Han Weng, The Ohio State University; Emily T. Creamer, The Ohio State University; Matthew Judkins Mayhew, The Ohio State University

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering Division (ENVIRON)

widespread adoption ofsustainable, decarbonized energy systems. The goals of the Ohio State EmPOWERmentProgram were developed by twelve faculty in departments across six colleges within theuniversity, in consultation with external stakeholders who work in industry, U.S. nationallaboratories, and non-profit organizations. These stakeholders are ensconced in various aspectsof the field of sustainable energy. Together, this process identified important attitudes,experiences, and core competencies necessary to support three-overarching program goals: 1. Prepare a diverse cohort of versatile graduates with the innovation capacity, self-efficacy, and collaborative capacity to influence positive change in the transition to environmentally

Conference Session

Environmental Engineering Division (ENVIRON) Technical Session 3 - Innovative Pedagogy

Collection

2024 ASEE Annual Conference & Exposition

Authors

Anu Singh, University of Nebraska, Lincoln; Heidi A. Diefes-Dux, University of Nebraska, Lincoln; Grace Panther, University of Nebraska, Lincoln; Logan Andrew Perry, University of Nebraska, Lincoln

Tagged Divisions

Environmental Engineering Division (ENVIRON)

responses oflow and high-level metacognitive engagement. The use of examples has been shown to influencestudents' motivation and self-efficacy and help students understand what the expected responseshould look like [57].To enhance students' overall level of metacognitive engagement in all dimensions, instructorsshould direct students to provide evidence for their claims [21], which also improves students’critical thinking skills [58]. For example, the student's response, “My approach was successful,”should be followed up with evidence stating why/why not.Instructors should also guide students to improve their level of engagement in specific elementsof each dimension. For the Planning dimension, instructors should familiarize students with