Powers, S. E., & DeWaters, J., & Grimberg, S. J., & Hou, D., & Small, M. M. M. (2015, June), CLICS – Integrating Data from Campus Sustainability Projects Across Disciplines  Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23690

\bibitem{asee_peer_23690}
  Powers, S. E., \& DeWaters, J., \& Grimberg, S. J., \& Hou, D., \& Small, M. M. M. (2015, June), \emph{CLICS – Integrating Data from Campus Sustainability Projects Across Disciplines}
  Paper presented at 2015 ASEE Annual Conference \& Exposition, Seattle, Washington.
  10.18260/p.23690

Susan E. Powers, Jan DeWaters, Stefan J. Grimberg, Daqing Hou, and Mary Margaret Monica Small.  "CLICS – Integrating Data from Campus Sustainability Projects Across Disciplines".  2015 ASEE Annual Conference & Exposition, Seattle, Washington, 2015, June.  ASEE Conferences, 2015.  https://peer.asee.org/23690 Internet.  02 Apr, 2025

\bibitem{asee_peer_23690}
  Susan E. Powers, Jan DeWaters, Stefan J. Grimberg, Daqing Hou, and Mary Margaret Monica Small.
  "CLICS – Integrating Data from Campus Sustainability Projects Across Disciplines".
  \emph{2015 ASEE Annual Conference \& Exposition, Seattle, Washington, 2015, June}.
  ASEE Conferences, 2015.
  https://peer.asee.org/23690 Internet.  02 Apr, 2025

@INPROCEEDINGS{asee_peer_23690
author = "Susan E. Powers, Jan DeWaters, Stefan J. Grimberg, Daqing Hou, and Mary Margaret Monica Small"
title = "CLICS – Integrating Data from Campus Sustainability Projects Across Disciplines"
booktitle = "2015 ASEE Annual Conference \& Exposition"
year = "2015"
month = "June"
address = "Seattle, Washington"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/23690}
number = {10.18260/p.23690}
}

TY  - CPAPER
AB  -                          CLICS – Integrating Data from                  Campus Sustainability Projects across DisciplinesCLICS (Cyber-Learning Infrastructure for Campus Sustainability) is a cyber-learning tooldeveloped to integrate data from campus sustainability projects into a form that can be used in awide variety of classes for relevant, experiential and place-based learning opportunities. Thebroad goal of this endeavor is to engage undergraduate students in order for them to excel theircompetencies with 21st Century skills.XXXXX funding has been used to develop CLICS’ computational and educational framework,pilot the methods at XXXX University and assess its impact on students. CLICS has beendeveloped with data specific to XXXX’s integrated greenhouse and digester project. This data-rich infrastructure provides a wealth of opportunities for understanding and evaluatingengineered systems from diverse disciplines and perspectives. Testing of CLICS during the F13and S14 semesters led to significant improvements in the computer interface that is used toaccess and interpret data from these systems. The interface and sustainability systems conceptsare incorporated into Calculus II, Statistics and Civil/Environmental Engineering courses in theF14 semester, with a broader distribution of use in classes from all engineering disciplines in theS15 semester. In each class, students use the CLICS interface to access system data, they usecontent knowledge from the specific class to evaluate the data and interpret the capacity of thecampus greenhouse-digester system to operate in a sustainable manner.The project’s impact on students’ sustainability literacy is measured with a pre/post onlinequestionnaire that assesses multiple dimensions of sustainability content over three responseoutcomes: knowledge, attitudes, and behaviors. The survey items use a 5-point Likert-type scale.Students who completed the survey pilot in spring 2014 (n=106) scored higher on affectivesubscales (mean=4.18) than on knowledge (3.82) or behavior (3.23). Students scored highest onknowledge questions about systems concepts and lowest on questions related to climate change.In the other domains, students were more concerned with environmental issues than witheconomic or social justice issues, they have most confidence in their knowledge about renewableenergy and least confidence in their knowledge about waste minimization. Students tend to beadept at recycling, but do not make purchases that reflect their concern for sustainability.Completed pre/post student surveys from F14 and S15, currently underway, will be analyzed tomeasure changes in student responses after participating in the CLICS projects.Formative assessment was also completed to evaluate the project itself. On a 5-point Likert scale,students selected agree or strongly agree to the following statements: using data made theassignment more relevant for me (72%); the data were overall useful (76%); and, the experiencewas positive (70%).The objective of this presentation and paper is to share the general CLICS framework and itssuccesses in order to generate interest in replicating this type of experience at other institutionswith their own campus sustainability data.
AU  - Susan E. Powers
AU  - Jan DeWaters
AU  - Stefan J. Grimberg
AU  - Daqing Hou
AU  - Mary Margaret Monica Small
CY  - Seattle, Washington
DA  - 2015/06/14
PB  - ASEE Conferences
TI  - CLICS – Integrating Data from Campus Sustainability Projects Across Disciplines
UR  - https://peer.asee.org/23690
DO  - 10.18260/p.23690
ER  -