Conference Session

Innovative Approaches to Improving Student Learning

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Cara J. Poor, University of Portland; Heather Dillon, University of Portland; Jeffrey Matthew Welch, University of Portland; Nicole C. Ralston, University of Portland

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

constraint.” ○ “We often discuss issues that have occurred in the engineering world and learn how money, politics, and environmental impacts all play a role in what happens. Therefore it is interesting to know what issues are affecting the engineering process and where things are going right.”Although these comments do not address the activities specifically, it is clear that students havean appreciation for practical applications and engineering opportunities. The class activitieslikely contributed to their appreciation.4. Identify links between course knowledge and real world systems: 87% of students statedthere was a connection between coursework and real world systems, and 70% were able toidentify a

Conference Session

Problem- and project-based learning in environmental engineering

Collection

2013 ASEE Annual Conference & Exposition

Authors

Andrew Ross Pfluger, P.E., United States Military Academy; Matthew P. Baideme, United States Military Academy; Katie E Matthew, United States Army; Stephen A. Lewandowski, United States Military Academy; Jeffrey A. Starke P.E., United States Military Academy; Michael A. Butkus P.E., U.S. Military Academy

Tagged Divisions

Environmental Engineering

Paper ID #6254Interdisciplinary, real-world, client-based term projects in an introductoryenvironmental engineering and science courseMajor Andrew Ross Pfluger, P.E., United States Military Academy Major Andrew Pfluger is an officer in the United States Army and an Assistant Professor at the United States Military Academy (USMA) in the Department of Geography and Environmental Engineering. He holds two graduate degrees from the Department of Civil and Environmental Engineering at Stanford University and is a Professional Engineer in the State of Delaware. He current teaches Environmental Science, Environmental

Conference Session

Hands-on Laboratory and Design Experiences in Environmental Engineering

Collection

2012 ASEE Annual Conference & Exposition

Authors

Parhum Delgoshaei, Virginia Tech; Vinod K. Lohani, Virginia Tech

Tagged Divisions

Environmental Engineering

selected to take advantage of the campus wireless network. LEWAS relies on solar power to acquire, store and communicate environmental data and onLabVIEW dataflow programming to acquire and transmit information. Due to this setup,LEWAS has been successful in showing how LabVIEW, the programming language taught inENGE 1024, can be applied in real-world contexts. Collected student responses indicate positive perceptions on the role of lab to makeenvironmental monitoring easier and its success in enhancing curiosity and awareness onenvironmental issues such as the state of an impaired campus stream. Educational applications of LEWAS can extend beyond the home institution, as everyone onthe Internet can be provided with access to the lab. These

Conference Session

Project-Based Service Learning

Collection

2009 Annual Conference & Exposition

Authors

Beverly Jaeger, Northeastern University; Ethan LaRochelle, Northeastern University

Tagged Divisions

Environmental Engineering

AC 2009-740: EWB^2 - ENGINEERS WITHOUT BORDERS: EDUCATIONALLY,A WORLD OF BENEFITSBeverly Jaeger, Northeastern University Beverly K. Jaeger, PhD is a member of Northeastern University’s Gateway Team, a select group of full-time faculty devoted to the First-year Engineering Program at Northeastern University (NU). While she concentrates on first-year engineering courses and instructs across all engineering disciplines, Dr. Jaeger also teaches specialty courses in the Department of Mechanical and Industrial Engineering at NU in Digital Simulation, Facilities Planning, and Human-Machine Systems.Ethan LaRochelle, Northeastern University Ethan LaRochelle is a senior electrical engineering

Conference Session

Service-Learning in Developing Communities

Collection

2007 Annual Conference & Exposition

Authors

Frank Giannelli, Lafayette College; Sharon Jones, Lafayette College

Tagged Divisions

Environmental Engineering

with an opportunity to apply their knowledge to real-world situations. In addition to education, service-learning provides students with theopportunity to help the local or global community. However, it is difficult to manage student-ledgroups because of rotating members, uncertain budgets, and the corresponding lack ofcommunication.4 Students can only participate in organizations for a maximum of four years;however, many students do not really become involved in organizations until they settle intotheir sophomore, or junior year. The group is interdisciplinary and so communication is often anissue. In addition, the amount of money a club receives often depends on the generosity of theCollege’s student government. Because student government

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

Phil Dacunto P.E., United States Military Academy; Victoria Rose Varriano, United States Military Academy; Jason Ko, United States Military Academy

Tagged Divisions

Environmental Engineering

modify it to meet a variety of different water demandrequirements or site constraints. In addition, it is reasonably low-cost, and can be assembled andmaintained by students and local labor with minimal training. This system can be integrated into a course project or independent study forundergraduate engineering students from multiple disciplines; the students can modify the designfor a specific location and requirement using skills learned in the classroom, then help to build itlater on as a form of project-based or service-learning. Projects such as this are valuable in thatthey pique the interest of engineering students, and enable them to apply skills learned in theclassroom to real-world applications. Bringing such projects through

Conference Session

Environmental Engineering Curricula II

Collection

2007 Annual Conference & Exposition

Authors

Elizabeth Eschenbach, Humboldt State University; Jami Montgomery, WATERS Network - CLEANER Project Office; James Johnson, Howard University; Chris Brus, University of Iowa; Dan Giammar, Washington University; Patricia Carlson, Rose-Hulman Institute of Technology; Bette Grauer, McPherson High School; Liesl Hotaling, Stevens Institute of Technology; Gbekeloluwa Oguntimein, Morgan State University; Steven Safferman; Tim Wentling, National Center for Supercomputing Applications

Tagged Divisions

Environmental Engineering

the importance of using a parallel (rather than sequential) approach to develop thenecessary cyberinfrastructure required for research and education. They strongly recommendthat the design of education and outreach efforts and associated tools be designed in parallel withany tools required for the research effort.16Undergraduate and Graduate WATERS Network ScenariosThe benefits of WATERS Network to undergraduate and graduate education are numerous. Thefollowing is a partial list of benefits to education that can accrue from WATERS Network: • Providing real world data for exploration and demonstration by students from K-12 through graduate. • Training K-12 teachers in environmental science and engineering education, thus

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

all” traditional lab setup is unlike real world scenarios and in the end,students learn to mimic experimental setups but the connection to theory and practice is lost. Ithas been suggested that relevant, real-world applications can promote student motivation,engagement, and comprehension1. Another study demonstrated that students are more likely tochoose engineering and stick with their choice if provided real world, authentic learningexperiences2. One suggestion to overcome the limits of traditional labs is to use field studies as apractical project-based learning that connects theory to practice.Project based learning has been stated to be the “application of knowledge” with tasks that aremore realistic and comparable to what practicing

Conference Session

Best in 5 Minutes: Demonstrating Interactive Teaching Activities

Collection

2020 ASEE Virtual Annual Conference Content Access

Authors

Timothy Aaron Wood, The Citadel

Tagged Divisions

Civil Engineering, Environmental Engineering

Predictive Equation Figure 1. Diagram of the three-model framework.ModelsRealityThe first model an engineer must engage with is reality. Engineers of all disciplinesfundamentally work to shape reality in such a way as to solve particular problems. Engineeringapplication requires the engineer to consider the way the world actually works. Everyengineering application must move out of the safe world of the theoretical into the real world tobe truly useful. Figure 2 shows the representation of reality as typically sketched on a whiteboard in the classroom. Observation Reality Application

Conference Session

What Else do Environmental Engineers Need to Know

Collection

2011 ASEE Annual Conference & Exposition

Authors

Sirjana Dahal, Missouri University of Science & Technology; Richard H. Hall, Missouri University of Science & Technology; Glenn Morrison, Missouri University of Science & Technology; Seth Paul Lamble, Missouri University of Science & Technology; Ronaldo Luna, Missouri University of Science & Technology

Tagged Divisions

Environmental Engineering

the quiz. A qualitative analysis was appliedto the open-ended questionnaire items for the experimental group. Students in theexperimental (learning system) section scored significantly higher on the quiz. Studentsin the learning systems group rated the laboratory session as significantly more effectivefor learning, and more motivational than the class texts. They also rated the labsignificantly more applicable to real world engineering than both their text books andclass lecture. The qualitative analysis revealed a number of ways the system can befurther improved to make the module more effective. I. Introduction A. Introduction to GIS Geographic (or Geographical) Information Systems have been defined by Environmental Systems

Conference Session

Environmental Engineering Curricula

Collection

2006 Annual Conference & Exposition

Authors

Michelle Jarvie, Michigan Technological University

Tagged Divisions

Environmental Engineering

and graphic communication skills ofthe students. Additionally, as the course subject had a wide range of application tounique circumstances, the presentations were intended to give the students a senseof the myriad of ways in which both environmental policies and pollution control Page 11.1088.6technologies can be applied in varying situations. These presentations wereintended to enrich the class material with numerous “real world” examples of theapplication of the course concepts that would be difficult for the instructors toresearch in the normal time allowed for class room preparation.4. Findings & Discussion:Qualitative methods are used to gather

Conference Session

Environmental Engineering Pedagogy and Innovation

Collection

2015 ASEE Annual Conference & Exposition

Authors

Walter McDonald, Virginia Tech; Daniel S Brogan, Virginia Tech; Vinod K. Lohani, Virginia Tech; Randel L. Dymond, Virginia Tech

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

on water quality and quantity. For example, when asked “What value, if any,do you see in real-time monitoring of water quantity and quality?” one student responded, “Youcan understand what is going on with real life phenomena”, and another stated, “The value ofthis ability is the real-world application that is has.” Both of these students recognized that real-time data through the OWLS provided them with a connection from what they were learning inclass to the real-world. It also fits within the first two levels of Blooms taxonomy, remembering(i.e., what is real-time monitoring, water quality, etc.) and understanding (i.e., how can this databe applied, analyzed, etc.). Students were also asked to interpret how they would use the LEWAS

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

are an integral part of many engineering curricula due to theopportunity to provide hands-on experiences for students to learn how to collect and analyzedata. While laboratory experiences diverge from a formal classroom lecture to allow students toconduct experiments related to real-world disciplinary concepts, many engineering laboratoriesuse a “cookbook” and procedural based structure. These traditional laboratories, however, havebeen proven to only address the lower levels of knowledge and comprehension of BloomsTaxonomy as opposed to reaching the higher levels of application, analysis, synthesis, andevaluation.1-3 Therefore, even though students are engaged in hands-on activities during labinstruction, educators can question several key

Conference Session

Environmental Engineering Curricula

Collection

2009 Annual Conference & Exposition

Authors

Simeon Komisar, Florida Gulf Coast University; Diane Bondehagen, Florida Gulf Coast University; Tanya Kunberger, Florida Gulf Coast University; Robert O'Neill, Florida Gulf Coast University

Tagged Divisions

Environmental Engineering

flow in hands-on labs. Concepts like the Unit Hydrograph, Loss Methods, andWatershed / Runoff / and Routing Models (HEC_RAS) were developed. Design projects in thissecond course were focused and well defined. Students were given flow specifications andasked to size and design a culvert, for example.The third class in the sequence tied all this together. Short review sessions at the beginning ofthe course served to remind students of key principles, and some additional concepts (like safeyield and multiple use of reservoirs) were presented but this class was focused on application ofthe material to real world problem solving and design projects. Five projects were completed inthe course and included (1) a cost optimization comparison of design

Conference Session

Sustainability and Engineering Programs

Collection

2008 Annual Conference & Exposition

Authors

Qiong Zhang, Michigan Technological University; Julie Zimmerman, Yale University; James Mihelcic, Michigan Technological University; Linda Vanasupa, California Polytechnic State University

Tagged Divisions

Environmental Engineering

making theneed for the type of training and significant learning in undergraduate engineering experienceproposed in this project explicit.Deficiencies in engineering education have beenexhaustively enumerated in recent years13.Engineering schools and professors have been told bycountless panels and blue-ribbon commissions and,ABET, that more must be taught about “real-world”engineering design and operations; more material infrontier areas of engineering such as sustainabilityshould be covered; additional and improvedinstruction in both oral and written communicationand teamwork skills should be offered; training incritical and creative thinking skills and problem-solving methods should be provided; and graduateswho are conversant in engineering

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

accompanying data set, which will be anessential asset in real-world practice.6. AssessmentThe intervention described in this paper will take advantage of several benefits of case-basedinstruction. Students will be provided with an opportunity for meaningful application of waterquality data, interpretation of real-world data, and creating a visual representation of data usingMATLAB/Excel. In addition, the discussion format used in the class provides opportunities forstudents to work on relevant and beneficial activities, including experiencing a novel team-basedactivity, and fostering teamwork and collaboration skills. Furthermore, it provides students withan opportunity to practice higher-level thinking in tandem with analyzing, reflecting

Conference Session

Techniques to Enhance Environmental Engineering Courses

Collection

2011 ASEE Annual Conference & Exposition

Authors

Stephanie Luster-Teasley, North Carolina A&T State University; Cindy Waters, North Carolina A&T State University

Tagged Divisions

Environmental Engineering

of problem based learning and case studies in thiscourse first began with the PI’s participating the NSF Case Studies Workshop and participationin previous research grants for use of problem based learning (PBL) for course instruction. Forour work, case studies are defined as short realistic stories that provide relevant detail about anenvironmental problem. The case studies are used to introduce the 1-week lab topic and link thelab skills students should learn during the course to real world applications they could encounteras engineers. Problem based learning for our work will be defined as a real world problemassigned as a large project to a student team. The students are asked to identify what they knowand what they need to know. Based

Conference Session

Enhancing Environmental Engineering Education

Collection

2010 Annual Conference & Exposition

Authors

William Roper, George Mason University

Tagged Divisions

Environmental Engineering

Research and Development Program. He has published over 150 technical papers and made numerous presentations at national and international forums. Page 15.1356.1© American Society for Engineering Education, 2010 WATERSHED IMPERVIOUS SURFACE STORM WATER ASSESSMENTAbstract:The Sustainable Development and Next Generation Buildings class worked with ArlingtonCounty Virginia to assess impacts and alternatives for a sensitive storm water project in thecounty. This was a real world application of the subjects and technologies used in the class roomfor storm water management and planning. Within Arlington

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

real world experiences wherestudents are called upon to use all their book knowledge, common sense and resourcefulness tomake a significant contribution to project goals. Students work in multidisciplinary teams. Theyare responsible for interacting with clients, conducting assessment trips, makingrecommendations, producing engineering reports, making presentations, raising funds, andsupervising and participating in construction. EWB projects introduce student to the triplebottom line, i.e., projects must work at environmental, economic, and social levels.The purpose of this paper is to describe the benefits of incorporating EWB projects into anexperiential learning course in the engineering curriculum. In order to do this, three projects

Conference Session

Sustainability and Hands-on Engineering Education

Collection

2015 ASEE Annual Conference & Exposition

Authors

Rachel A Brennan P.E., Pennsylvania State University, University Park

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

experience than a typical classroom 0.00 0.00 5.00 50.00 45.00activity.The topic of the project encouraged me to contribute to my team’s design. 0.00 0.00 19.05 42.86 38.10I would recommend that the design project be used in a senior-level capstone 0.00 0.00 19.05 42.86 38.10course.I wish I had more time to work on the design project. 0.00 0.00 33.33 33.33 14.29I would have preferred to have typical homework in this course, rather than an 28.57 52.38 19.05 0.00 0.00applied design project.The real-world application of the design project inspired me to learn more than if

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

structured around regional, national, or internationaldesign competitions. This practice appears common across all engineering disciplines. Someexamples are given in Table 1. Many of these design competitions result in a final product thatcan participate in actual competitions (i.e. a robot10, solar car, steel bridge, etc.); this removes aportion of the subjectivity from the judging. Wayroba12 describes national competitions as lesscreative and open-ended because the judging rules are readily translated into performancerequirements. Frequently the competition provides concise guidelines, constraints, andspecifications,12 which differs significantly from the real-world process of establishing these witha client. In some cases these same projects are

Conference Session

Introducing Sustainability into Engineering Education

Collection

2011 ASEE Annual Conference & Exposition

Authors

David Brandes, Lafayette College, Department of Civil & Environmental Engineering

Tagged Divisions

Environmental Engineering

below, illustrating both positive and negative aspects ofthe project: “I feel that it was a great project for a senior level class because it effectively bridged the gap between coming out of a strictly academic setting and transitioning into the work world where you would find yourself working on these types of design projects” “The fact that there was a local problem that college students could help to solve really acted to motivate me because I knew I was working on something that could make a difference in the community” “It was by far the most enjoyable of the design units that semester. I attribute that to the real-world application and balance between field and theoretical work. This project gave me my first taste of

Conference Session

Integrating Sustainability Across the Curriculum

Collection

2012 ASEE Annual Conference & Exposition

Authors

Noel E. Bormann P.E., Gonzaga University; Mara London, Gonzaga University; Andrew Douglas Matsumoto, Gonzaga University; Melanie Ruth Walter; Spencer Joseph Fry

Tagged Divisions

Environmental Engineering

P3 Page 25.1399.11 Design Competition is a chance to demonstrate why our project deserves the phase II grant, enabling our designs and ideas to become reality. This aspect of our senior design project is different from our peers. The design competition adds a level of pride that other projects may lack. Although most of the projects at our university do have a real world application associated with them, this project incorporates a hands on approach that goes beyond engineering. It deals with the involvement of sustainability, a business/implementations plan, multi-disciplinary collaboration, and healthy

Conference Session

Environmental Engineering Division Technical Session 3

Collection

2017 ASEE Annual Conference & Exposition

Authors

Shannon L. Isovitsch Parks P.E., University of Pittsburgh, Johnstown; Laura J. Dietz, University of Pittsburgh, Johnstown

Tagged Divisions

Environmental Engineering

regulators. College professors that incorporate industry experience into theirdidactic activities through group projects, and peer and external feedback of oral presentationsmay build students’ professional, ‘soft skills’, such as communication and teamwork, that candifferentiate them to potential employers and provide them with the skills necessary for careeradvancement.Bringing industry and research experience into the classroom by utilizing real world projects andguest speakers when discussing examples and applications of theory are recommended teachingpractices for engineering professors (Loendorf 2004; Loendorf 2006; Lewis 2008; Banik 2016).The Accreditation Board of Engineering and Technology (ABET) recommends “real-world”engineering design

Conference Session

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

Collection

2021 ASEE Virtual Annual Conference Content Access

Authors

Tomeka Carroll, University of Virginia

Tagged Divisions

Environmental Engineering

school at McDonough School of Business, Georgetown Univer- sity. Prior to attending UVA Tomeka Carroll worked in the real estate development industry and has consulted with government agencies, international companies, and non-profit organizations. American c Society for Engineering Education, 2021Work in Progress: Incorporating a Circular Economy and an Interdisciplinary Framework within Engineering EducationAbstractCircular economy is foundational to developing long-term sustainable design in that it deviatesfrom linear models that encourage behaviors centered on taking, making, and wasting. Asdescribed by the Ellen Arthur Foundation, Circular Economy (CE

Conference Session

Service-Learning in Developing Communities

Collection

2007 Annual Conference & Exposition

Authors

Beth Wittig, City College of the City University of New York

Tagged Divisions

Environmental Engineering

. Students who are productive during the semesters prior to travel are given priority.The student project manager reviews the applications and makes recommendations to the facultyadvisor.Problem-based learning opportunities in EWB projects Page 12.1184.5Problem-based learning (PBL) is facilitated by having students work in small groups toinvestigate and solve an ill-structured real-world problem under the guidance of a facilitator. Thestages of problem solution as described by Deckard include describing the problem, identifyinglearning issues, conducting research and incorporating knowledge, and assessment.2 Theeducational objectives of PBL are to

Conference Session

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

Collection

2015 ASEE Annual Conference & Exposition

Authors

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

Tagged Topics

Diversity

Tagged Divisions

Environmental Engineering

EngineersAbstractIntegration of a competition prompt into a capstone design course challenged students to applythe skills and content knowledge gained throughout their studies to address a complex problem.Texas Tech University (TTU) uses a prompt from the Water Environment Association of Texas(WEAT) student design competition to address the ABET specified program and studentoutcomes while also providing a real world design challenge for the students to providetreatment upgrades to a municipal wastewater treatment plant. TTU’s course solicitedadvisement from two consulting professional environmental engineers, in addition to facultyguidance. Incorporating these professional engineers into the class helped to bridge the gapbetween academics and practical applications

Conference Session

Sustainable Engineering

Collection

2006 Annual Conference & Exposition

Authors

Eric Beckman, University of Pittsburgh; Gena Kovalcik, University of Pittsburgh; Mary Besterfield-Sacre, University of Pittsburgh; Robert Ries, University of Pittsburgh; Kim Needy, University of Pittsburgh; Laura Schaefer, University of Pittsburgh; Larry Shuman, University of Pittsburgh

Tagged Divisions

Environmental Engineering

research investigation techniques in order toaddress a real-world, complex problem. The first term of the course will be at Pitt with thesecond term at UNICAMP. Project topics will be developed in combination withrecommendations from various stakeholders including the Industrial Advisory Board, colleaguesin industry, the IGERT faculty at all four institutions, and the interests and preliminary researchof the students themselves. Research will be firmly rooted in industrial needs. The problem willbuild upon the combined students’ acquired engineering knowledge and will requirecollaboration to resolve. The capstone courses will reinforce the community-building aspect ofthe IGERT, since students will work in teams both at Pitt and UNICAMP. In the

Conference Session

Service Learning Projects in Developing Countries

Collection

2009 Annual Conference & Exposition

Authors

Maya Trotz, University of South Florida; Amy Stuart, University of South Florida; Daniel Yeh, University of South Florida; Helen Muga, University of South Florida; Linda Phillips, University of South Florida; James Mihelcic, University of South Florida

Tagged Divisions

Environmental Engineering

contrastingapproaches to sustainability and expressed an interest in visiting comparable sitesclose to the university like the phosphate mines. Further class evaluations arecurrently underway and will be examined from the perspective of lessons learnt forworking in a developing country (e.g. importance of local community contacts,flexibility needed in planning etc.), the benefits or drawbacks of the interdisciplinarynature of research and education, and changing perspectives on sustainability asapplied in real world situations outside the US.ConclusionThe case studies discussed demonstrate opportunities for addressing real worldproblems whilst meeting Outcomes 8 and 11 of the proposed environmental

Conference Session

Sustainable Engineering

Collection

2006 Annual Conference & Exposition

Authors

Ross Gordon, Rice University; Alex Gordon, Rice University; Philip Bedient, Rice University

Tagged Divisions

Environmental Engineering

typical engineering class. Rice-EWB, andthe real-world international project management experience it provides, is playing an invaluablerole in helping to educate and prepare Rice’s engineers for the challenges they will face and theroles they will fill in today’s global economy.The Rice-EWB Experience Rice-EWB project teams, each with between 10 and 20 student members, work year-round on their projects, and travel to their respective countries during winter break, spring break,and summer break as needed. The Rice-EWB process can be broken down into three distinctphases, each centered around a trip to the project country. The first phase of a Rice-EWB projectis the exploratory trip. Using in-country contacts, the project team identifies