Holloway, L. (2012, June), Addressing the Broader Impacts of Engineering through a General Education Course on Global Energy Issues  Paper presented at 2012 ASEE Annual Conference & Exposition, San Antonio, Texas. 10.18260/1-2--20892

\bibitem{asee_peer_20892}
  Holloway, L. (2012, June), \emph{Addressing the Broader Impacts of Engineering through a General Education Course on Global Energy Issues}
  Paper presented at 2012 ASEE Annual Conference \& Exposition, San Antonio, Texas.
  10.18260/1-2--20892

Lawrence Holloway.  "Addressing the Broader Impacts of Engineering through a General Education Course on Global Energy Issues".  2012 ASEE Annual Conference & Exposition, San Antonio, Texas, 2012, June.  ASEE Conferences, 2012.  https://216.185.13.131/20892 Internet.  23 Apr, 2024

\bibitem{asee_peer_20892}
  Lawrence Holloway.
  "Addressing the Broader Impacts of Engineering through a General Education Course on Global Energy Issues".
  \emph{2012 ASEE Annual Conference \& Exposition, San Antonio, Texas, 2012, June}.
  ASEE Conferences, 2012.
  https://216.185.13.131/20892 Internet.  23 Apr, 2024

@INPROCEEDINGS{asee_peer_20892
author = "Lawrence Holloway"
title = "Addressing the Broader Impacts of Engineering through a General Education Course on Global Energy Issues"
booktitle = "2012 ASEE Annual Conference \& Exposition"
year = "2012"
month = "June"
address = "San Antonio, Texas"
publisher = "ASEE Conferences"
note = {https://216.185.13.131/20892}
number = {10.18260/1-2--20892}
}

TY  - CPAPER
AB  -             Addressing the Broader Impacts of Engineering through a              General Education Course on Global Energy IssuesIn Fall 2010, a course on Global Energy Issues was developed as part of a multidisciplinaryundergraduate certificate in power and energy. The course was designed to address the policy,economic, and societal issues of energy, in order to complement the more technical coursesrequired as part of the undergraduate certificate. In order to minimize any additional credit hoursrequired of students pursuing the certificate, the course was also designed to fit within theUniversity’s new General Education requirements as a “Global Dynamics” course.Several aspects of this course are of interest. These include the following:   1.) The course topic is excellent not only for increasing understanding of energy issues for       the students, but also for addressing the ABET expectations that students understand the       broader impacts of engineering. In particular, ABET student outcomes (h) and (j)       indicate that students are expected “to understand the impact of engineering solutions in a       global, economic, environmental, and societal context”, as well as have “a knowledge of       contemporary issues”. Although the “impact” of engineering solutions in the past was       commonly addressed in the curriculum over many courses, the content of the Global       Energy Issues course gives the students a single assessable course where they can       examine the impacts, positive and negative, of engineered systems. The course also lets       them understand that the impacts operate also in reverse, that is, broad societal, political,       environmental, and economic concerns often impact the ultimate directions of       technology.   2.) It is expected that such a Global Energy Issues course could be similarly adopted in other       institutions as part of the their General Education requirements. The course was targeted       to satisfy the University of Kentucky’s new General Education (UKCore) requirements       as a Global Dynamics course. The university’s newly developed General Education       requirements are representative of changes occurring across many universities programs.       A May 2009 survey of members of the Association of American Colleges and       Universities (AACU) indicated that 78% of members have a common set of learning       outcomes characterized as general education within their curriculum, and over 80% are in       some stage of assessing or modifying their general education curriculum. 60% indicate       some requirement on global courses, mirroring a 2006 survey by AACU where 72% of       business and industries surveyed indicate a need for more emphasis on global issues.   3.) The “Global Energy Issues” course was designed to be an “inquiry” course, where the       students actively explore issues through a wide variety of readings, invited speakers,       documentaries, and other engaged learning activities other than standard lectures.Engineering instructors might feel uneasy with such an approach for several reasons, asdid this instructor at first. The paper will outline the experience and techniques of theinstructor in moving away from a traditional lecture-based format and towards anengaged learning format.
AU  - Lawrence Holloway
CY  - San Antonio, Texas
DA  - 2012/06/10
PB  - ASEE Conferences
TI  - Addressing the Broader Impacts of Engineering through a General Education Course on Global Energy Issues
UR  - https://216.185.13.131/20892
DO  - 10.18260/1-2--20892
ER  -