Board 32: Designing a Graduate Course in Sustainable Transportation and Human Rights with a Student-Centered Approach

Leana Santos; Davis Chacon-Hurtado

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: July 12, 2024
Conference Session: Civil Engineering Division (CIVIL) Poster Session
Tagged Division: Civil Engineering Division (CIVIL)
Tagged Topic: Diversity
Permanent URL: https://peer.asee.org/46899

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Paper Authors

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Leana Santos University of Connecticut

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Leana Santos, is a fourth-year Ph.D. Candidate in structural engineering at the University of Connecticut. She is a Harriott and GAANN Fellow. Alongside her current program courses, Leana is pursuing the Graduate Certificate in College Instruction offered by UConn’s Neag School of Education. Her current research is centered on the impact of pyrrhotite oxidation on concrete deterioration, reflecting her dedication to understanding and mitigating structural vulnerabilities. Leana's academic interests include sustainable concrete practices, material characterization methodologies, and risk analysis. Leana aims to address critical challenges in infrastructure and promote long-term sustainability. Leana grew up in Santo Domingo, Dominican Republic, and moved to the United States in 2015. Leana earned her B.S. in civil engineering with a concentration in environmental engineering from the University of Connecticut

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Davis Chacon-Hurtado University of Connecticut orcid.org/0000-0001-5722-3545

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Davis Chacon Hurtado, Ph.D., is an assistant research professor at UConn. He co-directs the Engineering for Human Rights Initiative, which is a collaboration between UConn’s Office of the Vice Provost for Research, School of Engineering, and Human Rights Institute to promote and advance interdisciplinary research in engineering with a clear focus on societal outcomes. Davis is working with several faculty on campus to develop research and curriculum at the intersection of human rights and engineering, such as the one discussed herein. Davis completed his Ph.D. in Transportation and Infrastructure Systems at Purdue University in West Lafayette, Indiana, in 2018. His research interests include transportation equity, human rights, environmental justice, and economic resilience. He grew up in Cusco, Perú, where he obtained his B.S. in civil engineering at the University of San Antonio Abad of Cusco. He also earned an MSCE degree from the University of Puerto Rico at Mayagüez.

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Abstract

Designing a Graduate Course in Sustainable Transportation and Human Rights with a Student-Centered Approach

Abstract: In recent years, there has been a growing interest in sustainability across various fields, including engineering, due to its impact on the environment and potential to generate solutions. The latest reports from the Intergovernmental Panel on Climate Change (IPCC) have emphasized the importance of implementing environmentally and socially responsible solutions, and the engineering community has responded with both research and educational initiatives to encourage the adoption of sustainable systems (The evidence is clear: The time for action is now. we can halve emissions by 2030). Following these efforts, the University of Connecticut created a class called “Sustainable Transportation'' which is going through a redesign with a focus on the interplay of sustainability, human rights, and transportation infrastructure. The purpose of the course redesign is to (1) developed a student centered learning environment, (2), ensure compliance with the Accreditation Board for Engineering and Technology standards (3) foster critical thinking by empowering students to question, discover and explore the socio-technical systems around them, (4) ensure compliance with the Graduate Certificate of Human Rights by discussing fundamental concepts of human rights and how this framework could be used to assess the social impact of transportation engineering projects and, (5) to integrate XXXX initiative on clean energy and transportation, while also providing students with quantitative tools for real-world assessments. In order to meet the requirements and ensure that the course promotes student-centered learning, a methodology based on (Finks, 2013) called “Designing Courses for Significant Learning” is employed as our design methodology. The course is open to graduate students, and juniors and seniors undergraduates students from engineering and non-engineering backgrounds interested in how transportation systems impact sustainability and play and instrumental role in the fulfillment of human rights, discussed from diverse perspectives, recognizing its broad definition and global variations. In this course students will delve into the impact of land-based transportation systems on the environment, society, and economy. Key topics include principles of transportation decision-making, performance measures, transportation demand, and costs, economic efficiency impacts, economic development impacts, air quality and noise impacts, energy use, land use impacts, and techniques to support equitable decision-making. This paper will summarize the lessons from redesigning this class, including experiences, challenges, and successes, from both the student's and professor's perspectives. Our goal with this paper is to serve as a guide for forthcoming engineering course redesigns that explicitly consider the integration of different disciplines, such as human rights, using a student-centered design.

Citation
Format

Santos, L., & Chacon-Hurtado, D. (2024, June), Board 32: Designing a Graduate Course in Sustainable Transportation and Human Rights with a Student-Centered Approach Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/46899

TY  - CPAPER
AB  - Designing a Graduate Course in Sustainable Transportation and Human Rights with a Student-Centered Approach 

Abstract:  In recent years, there has been a growing interest in sustainability across various fields, including engineering, due to its impact on the environment and potential to generate solutions. The latest reports from the Intergovernmental Panel on Climate Change (IPCC) have emphasized the importance of implementing environmentally and socially responsible solutions, and the engineering community has responded with both research and educational initiatives to encourage the adoption of sustainable systems (The evidence is clear: The time for action is now. we can halve emissions by 2030). Following these efforts, the University of Connecticut created a class called “Sustainable Transportation&#39;&#39; which is going through a redesign with a focus on the interplay of sustainability, human rights, and transportation infrastructure. The purpose of the course redesign is to (1) developed a student centered learning environment, (2), ensure compliance with the Accreditation Board for Engineering and Technology standards  (3) foster critical thinking by  empowering students to question, discover and explore the socio-technical systems around them, (4) ensure compliance with the Graduate Certificate of Human Rights by discussing fundamental concepts of human rights and how this framework could be used to assess the social impact of transportation engineering projects and, (5) to integrate XXXX initiative on clean energy and transportation, while also providing students with quantitative tools for real-world assessments. In order to meet the requirements and ensure that the course promotes student-centered learning, a methodology based on (Finks, 2013) called “Designing Courses for Significant Learning” is employed as our design methodology. The course is open to graduate students, and juniors and seniors undergraduates students from engineering and non-engineering backgrounds interested in how transportation systems impact sustainability and play and instrumental role in the fulfillment of human rights, discussed from diverse perspectives, recognizing its broad definition and global variations. In this course students will delve into the impact of land-based transportation systems on the environment, society, and economy. Key topics include principles of transportation decision-making, performance measures, transportation demand, and costs, economic efficiency impacts, economic development impacts, air quality and noise impacts, energy use, land use impacts, and techniques to support equitable decision-making.  This paper will summarize the lessons from redesigning this class, including experiences, challenges, and successes, from both the student&#39;s and professor&#39;s perspectives. Our goal with this paper is to serve as a guide for forthcoming engineering course redesigns that explicitly consider the integration of different disciplines, such as human rights, using a student-centered design. 


AU  - Leana Santos
AU  - Davis Chacon-Hurtado
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 32: Designing a Graduate Course in Sustainable Transportation and Human Rights with a Student-Centered Approach 
UR  - https://peer.asee.org/46899
ER  -