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Cross-Institution Collaborative Learning (CICL) to Connect Water Resources Design with Sustainability Analysis

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Conference

2015 ASEE Annual Conference & Exposition

Location

Seattle, Washington

Publication Date

June 14, 2015

Start Date

June 14, 2015

End Date

June 17, 2015

ISBN

978-0-692-50180-1

ISSN

2153-5965

Conference Session

Civil Engineering Division Technical Session 6

Tagged Division

Civil Engineering

Page Count

20

Page Numbers

26.427.1 - 26.427.20

DOI

10.18260/p.23766

Permanent URL

https://peer.asee.org/23766

Download Count

94

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Paper Authors

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Steven J. Burian University of Utah

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Defne S. Apul University of Toledo

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Abstract

Cross-Institution Collaborative Learning (CICL) to Connect Water Resources Design with Sustainability AnalysisAbstractA common challenge in teaching design of sustainable systems is the need to incorporateknowledge and skills from multiple areas of expertise. This paper describes an approach taken tomeet this challenge with a collaborative learning experience combining students from twoinstitutions. CVEEN 6460 Sustainable Urban Water Engineering students from the University of_______ were teamed with CIVE 6670/8670 Life Cycle Engineering students from theUniversity of _______ in a semester project experience. The design project required the studentsto complete the analysis and design of a rainwater harvesting project to service an institutionalbuilding based on technical, economic, environmental, and social performance criteria Theproject was setup to include seven deliverables each of which included a report submission aswell as a short team presentation update at each respective institution. The first deliverable aimedto introduce the students to rainwater harvesting systems and establish a communication planincluding video conferencing. Second and third deliverables focused on water estimation andtank sizing and were led by students at University of _______. Students from both institutionscontributed equally to fourth deliverable which focused on life cycle costing. Environmentalevaluation of the design alternatives using life cycle assessment (LCA) were led by University of_________ students in fifth and sixth deliverables. The last deliverable was the final projectreport and team presentations. The two classes met online only in the end where a virtualworkshop style meeting was held for students to present their final projects. Each one of thedeliverables encouraged collaborative learning since student teams were required to helpteammates from the other institution to learn about the other area of expertise (designcalculations or LCA) to the point that they could comprehend and explain the methods andresults. Student performance was assessed based on the quality of each deliverable. Studentlearning was assessed with a quiz. We discuss the perceived benefits of the CICL approach andprovide suggestions for how to implement CICL in other institutions.

Burian, S. J., & Apul, D. S. (2015, June), Cross-Institution Collaborative Learning (CICL) to Connect Water Resources Design with Sustainability Analysis Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23766

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