Principles of SustainableEngineering for application in civil and environmental engineering (CEE) courses, and wasrecently updated through systematic literature review to reflect a broader set of evaluationcriteria. The rubric’s constructs of sustainable design and their measures are being validated inthree phases consistent with the Benson model of construct validity.This paper will focus on efforts to iteratively validate the new rubric’s content by benchmarkingthe criteria against well-established sustainable development and design frameworks, includingthe UN Sustainable Development Goals, STAUNCH© (Sustainability Tool for Auditing forUniversity Curricula in Higher-Education), and the Envision™ Infrastructure Rating System.These three frameworks
deepermetacognitive skills through guided reflections. The University Libraries staff, as well as guestlecturers from public health and the humanities, are providing resources to bolster students’research and discovery skills, and the Writing Center on campus has pledged technicalcommunication and presentation support. Figure 3 serves as a visual display of the course andlearning objectives and elements. Each student group (typically four or five members) is alsoassigned a faculty mentor, who will facilitate relationships with partner agencies and provideinsight into the possible ramifications of proposed solutions. By committing their time andenergy to an outside organization, they will define their own knowledge gaps and opportunitiesfor advanced
facilitation of activities (before and while visiting K-12 students), writing skills used when preparing an outreach activity proposal (to includespecific instructions on how to adapt it to fit the needs of the community partners) and withwritten reflections of the experiences from the visits to the K-12 classrooms. The schedule of thecourse included four to six visits to the K-12 selected schools to nurture the development of atrusting learning environment. The EGR 299 S course was also a creative way to engage andimprove retention of CPP engineering students.E-Girl eventIn 2013, when funding was obtained to develop the “Hispanics in Engineering” program, the E-Girl event was created by two CPP female engineering students (Hadasa Reyes, a
-making difficulties as foundational support (1996). In regards to theassessment tool itself, some items on the CDS have multiple descriptors and statements within asingle item, which can affect their relatability and the accuracy of students’ responses. Forexample, Item 7 states, “Until now, I haven’t given much thought to choosing a career. I feel lostwhen I think about it because I haven’t had many experiences in making decisions on my ownand I don’t have enough information to make a career decision right now”. Students maystrongly agree with the first part but disagree with the statement in its entirety, which wouldmake it difficult to gauge how closely the statement reflects his or her feelings. Slaney agreesthat the multi-component nature
project was the Arduino workshops, whichshowed a quick increase in technical skills by the participants, as only 3 out of 30 participantshad prior knowledge of the technology. Building and testing their own Arduino projects alsogave interns experience with hands on maker skills.By collecting written reflections from interns throughout the summer, BCe2 identified progressin key goals of increased positive perceptions of South Bend through shifts in student perception,especially from students who are native South Bend residents. A significant example was anincreased sense of ownership and personal connection to the people that were impacted by theirwork, with a notable shift from referring to “those people” in “the neighborhood” to “ourneighborhood
settingclear community engagement and learning goals with students as well as incorporating criticalreflection into the projects to generate and deepen learning [6]. With community-engagedscholarship, it is imperative for project goals to balance the needs of the community partnerswhile providing meaningful experiences for students. Additionally, the students must engage incritical reflection that includes articulating linkages between course concepts and communityengagement, addressing power and privilege, analyzing one’s role as a justice minded citizen,and examining new perspectives and changed views. A very valuable resource in formalizingthis type of engagement and reflection is the Community Engaged Learning PartnershipAgreement form provided by
, anddid not allow students a chance to feel they were working on something “real”.The 2016 implementation modified the course in several ways. The list of topics covered wasaltered to reflect those topics most directly relevant to the evaporator. Most notably, transientconduction, analogous mass transfer, and computational methods were dropped, and boiling wasadded. Other topics were expanded (convection) or de-emphasized compared to the 2015 course.Initially, it was anticipated that the format of the course would move away from lecture and moretowards directed analysis of the evaporator. However the course ended up enrolling a singlestudent*, who expressed a strong preference for lecture-style class meetings. Out of respect forthis preference
-disciplinaryengineering services, the challenges to a COE-wide capstone experience reside in coordinationacross curriculum design. To address these two goals, the faculty team identified a flexiblemanagement approach to align the existing curriculum needs for each department’s capstonecourse. In addition to curriculum awareness, student needs were addressed by involving facultymentors from each discipline.Brief Literature ReviewImplementation of the pilot project at University of Tennessee, Knoxville (UTK) reflects findingsfrom previous research on COE-wide capstone programs. Capstone experiences are one of themost comprehensive opportunities to assess student learning in an undergraduate engineeringcurriculum. Skills across all major assessment criteria for
will have to cultivate if they are interested in creating a TAP of their own. Our hope isthat TAP will be a pilot for other programs that address this need across the country.AcknowledgmentsThis work is currently supported by the Battelle Engineering, Technology, and Human Affairs(BETHA) Endowment and an Impact Grant from The Ohio State University Office of Outreachand Engagement, a program supporting innovative and scholarly engagement programs thatleverage academic excellence of The Ohio State University in mutually beneficial ways withexternal partners. Any opinions, findings, and conclusions or recommendations expressed in thismaterial are those of the author(s) and do not necessarily reflect the views of the BETHAEndowment or the Office
, implement integrated water resources management at all levels, including through transboundary cooperation as appropriate 6.6 By 2020, protect and restore water‐related ecosystems, including mountains, forests, wetlands, rivers, aquifers and lakes The next section begins by explaining the theory of change underlying the USPCSAW project and guiding its activities. It then introduces the project components and describes their alignment with the Water SDG targets. The subsequent section presents the multi‐level assessment approach and results. The final section discusses the challenges and successes of the USPCASW project with particular reflection on the benefits of having a
, across their entire life span; (2) A great deal of science learning takes place outside school in informal environments, including everyday activity, designed spaces (such as museums), and programs (such as our museum internships); (3) Learning science in informal environments involves developing science related attitudes, emotions, and identities. Informal environments can be particularly important in this endeavor (The exhibit chosen for app development is of interest to the team); (4) Learning experiences are shaped by their cultural-historical backgrounds. This reflects a diversity of perspectives that should be recognized in designing science learning experiences (The exhibit’s content has a personal connection); (5
and abandoned properties, and building on a sense of pride of place among the residents. Two undergraduate anthropology students studied, ethnographically, the interactions of the interns (e.g. Bernard 2011). They spent all 10 weeks observing the interns’ daily activities, participating in group events, conducting interviews, and analyzing interns’ periodic reflections. Two anthropology faculty met regularly with them. This paper principally relies on their anthropological analysis. This paper highlights some of the successes and challenges involved when the number of
hands-oninstruction to students on a variety of topics. Each week the program followed a similar pattern,involving a warm-up discussion about a professional from a STEM field, a thematic mainactivity, and a closing portion that encouraged review and reflection. At select points in theprogram, a field trip was incorporated that allowed students to visit university labs, sciencemuseums, or engineering open houses.SEBA Project OutcomesOver the course of the project multiple measures were used to assess student attitudes,engagement, and the overall impact that teaching assistants, parents, and mentors had onstudents’ perspective of STEM. Feedback about the program design, implementation, content,and outcomes was obtained from school staff, parents
goal of creating a matrix that could determine the optimal reuse option for a vacant lot in the Southeast neighborhood remained. The Tech Team was able to provide formal feedback regarding their experience with the VLO matrix through final project documents where they detailed the chain of events that led to the concept of the matrix and continued through the project’s completion. Similarly, students involved in the VLO matrix’s redefinition and expansion process over Summer 2016 were able to provide feedback on their work through reflections and project progress reports. In both
Student C. The findings suggested the community-basedparticipatory research project positively influenced the ECE students’ motivation inprofessional development, skill levels of problem solving, and interpersonalcommunication.Lessons LearnedThe engineering students identified some of the problems faced by children with ASDwho attended a special education school, worked out solutions to implement change,and reflected on the process. The service learning project improved the quality ofprofessional development for several reasons. First, action engagement improved thestudents’ domain knowledge of local work practice through personal involvement.Additionally, personal involvement by the students enhanced their emotionalunderstanding of some
careers to solvesocietal challenges that mitigate and prepare for climate change and its global implications forsustainability. Attached below is the survey instrument developed and currently undergoing validatingand reliability testing.AcknowledgementsThis material is based upon work supported by the National Science Foundation under Grant No.1635534. Any opinions, findings, and conclusions or recommendations expressed in this material arethose of the author(s) and do not necessarily reflect the views of the National Science Foundation.ReferencesABET. (2013). Criteria for accrediting engineering programs, 2014 - 2015. Retrieved from http://www.abet.org/eac-criteria-2014-2015/Allenby, B., Murphy, C., Allen, D., & Davidson, C. (2009
the design process is critical for design projects that haveaspirations for social change.9 Basically, process documentation enables a team to reflect,analyze, and improve the ongoing project. “Documentation … supports the process itself … andlooks at the change of the process through the eyes of those involved in it”.9 Thus, without gooddocumentation, the design process and project sustainability could be compromised.The focus of this paper outlines a recently implemented project documentation strategyassociated with the GEO course and implementation trip to help strengthen project sustainability.The documentation strategy focuses mainly on the sustainability pillar of social inclusion andimplements several of the nine principles by
address the complex problems faced by civilization today. It requires looking atthe world’s problems in a more holistic way and being able to interact with a wide range oftechnical and non-technical stakeholders from various disciplines and walks-of-life, rather thanremaining in traditional silos of technical expertise and schools of thought. This newepistemology of engineering education also promotes reflective and adaptive practice, systemthinking, engagement, and fieldwork. Finally, it promotes a humanization of the engineeringprofession and emphasizes that engineering is above all - and has always been - about people.Analyzing the integrated nature of the SDGsIntegrating the SDGs in engineering education requires developing a curriculum with