June 24, 2017
June 24, 2017
June 28, 2017
Sustainability in engineering practice and design is increasingly important as an outcome for engineering education for Civil and Environmental Engineers. ABET criteria for both Environmental and Civil Engineering stress sustainability, and the development of curriculum components for these degree programs continues to evolve; efforts are directed at spreading sustainability across the curriculum either in a modular fashion or in directed course sequences specifically focused on sustainability. To evaluate curricular sustainability outcomes, we continue a longitudinal study to assess and address more successful curricular applications and teaching methods in the Civil and Environmental Engineering Departments, The mission statement of XXXX promotes “innovative, student-centered teaching and learning”, “the practices of environmental sustainability”, and promotes “habits of lifelong learning and the discovery of new knowledge.” As a key component in incorporating the University mission, the Sustainability in Engineering course was established in the 2008-2009 academic year. In keeping with this mission, the College next year will initiate an engineering graduate program with an emphasis on renewable energy and sustainability.
Currently, the senior-level course in Sustainability is required for Environmental Engineers and serves as an environmental elective for the majority of Civil Engineers. Environmental and Civil engineers at XXXX share the same course template for the first two years. Performance in the senior level Sustainability in Engineering course varies even though the topics reflect all varieties of infrastructure including energy efficiency, construction, transportation and water and waste infrastructure as well as project planning, life cycle analyses and economic topics. Students in both disciplines achieve student learning outcomes at high taxonomic levels; however, a large cohort of Civil Engineers fall short in achieving learning outcomes at the highest levels. To address these weaknesses and deepen student understanding, we implement project-based learning curriculum-wide that includes an emphasis on sustainability concepts. We continue to use survey instruments to assess student attitudes and depth of knowledge throughout their Junior and Senior years. In the capstone Engineering Senior Design Course, sustainability in design is assessed at the end of the term with a continual long-term assessment of sustainability knowledge. Our senior design assessment results will provide a view of our progress in implementing sustainability principles and practices curriculum-wide, with our current proposed strategy of incorporating concepts into several courses across the curriculum.
Bondehagen, D. L., & Komisar, S. J. (2017, June), Continuing Assessment of Sustainability Skills in the Environmental and Civil Engineering Curriculum Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28074
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