from the peer-reviewed literature. Case Study summary: Student teams prepare a written Case Study summary in both courses (Appendix A2, B2), along with a list of references, recommended readings, and discussion questions. Policy Memo: Students choose an issue of interest to them and they write fully documented 2- 3-page policy memos. Case Briefs: Students read reviews of U.S. Supreme Court cases and summarize the cases in a standard case brief, including details on the facts, issue, holding, rationale, and opinions.Promoting critical thinking skills Addressing wicked problems requires astute critical thinking skills for “actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered
things that I learned the most.” (2022) • “The textbook was very guiding in breaking down the complexity behind sustainability and helped me better understand it.” (2022) • “I enjoyed the questions every week, it forced me to write and formulate thoughts on the applicability of engineering, which no other class really requires.” (2021) • “I think what helped me learn the most was when we discussed questions other than the assigned chapter problems, and/or when the professor gave her own mini-lecture on the topic.” (2021) • “Discussion based class time and listening to other perspectives is very good for learning.” (2021) • “The short lectures, discussions, research, and book
instruction), thispaper describes: a) details of course pedagogy; b) details of course content; and 3) outcomesfrom three course offerings over a period of three years to 84 students. Attributes of this coursedescribed in this article, include: 1) students completed lecture content mapped closely to theEnvironmental Engineering Body of Knowledge (EnvEng BoK) and the design criteria describedby the Engineering Accreditation Commission (EAC) of ABET Inc.; 2) students preparedpodcasts to teach design principles to specific audiences (i.e., high school students, peers, andpublic officials); and 3) students worked independently and in small groups to perform term-length design exercises. A unique aspect of this course included interdisciplinary
between what they learn infoundational math and science courses and other multidisciplinary coursework (e.g., core coursesin writing, humanities, social sciences, etc.), and how to transfer and apply that knowledge toengineering courses, projects, and professional experiences [3].Despite accreditation criteria elevating contextual competence and other professional practiceoutcomes (e.g., effective communication, teamwork, ethics and leadership), as well as a plethoraof national studies calling for a different approach to engineering education, institutional andstructural issues continue to complicate curricular change [10], [2], [5]. One issue stems from alack of incentive for faculty collaboration across departments to develop consensus around