Balaji, U. (2024, October), Empowering Electrical Engineers: Project-Based Learning for Environmental Sustainability  Paper presented at 2024 Fall ASEE Mid-Atlantic Section Conference, Farmingdale State College, NY, New York. 10.18260/1-2--49435

\bibitem{asee_peer_49435}
  Balaji, U. (2024, October), \emph{Empowering Electrical Engineers: Project-Based Learning for Environmental Sustainability}
  Paper presented at 2024 Fall ASEE Mid-Atlantic Section Conference, Farmingdale State College, NY, New York.
  10.18260/1-2--49435

Uma Balaji.  "Empowering Electrical Engineers: Project-Based Learning for Environmental Sustainability".  2024 Fall ASEE Mid-Atlantic Section Conference, Farmingdale State College, NY, New York, 2024, October.  ASEE Conferences, 2024.  https://peer.asee.org/49435 Internet.  15 Dec, 2024

\bibitem{asee_peer_49435}
  Uma Balaji.
  "Empowering Electrical Engineers: Project-Based Learning for Environmental Sustainability".
  \emph{2024 Fall ASEE Mid-Atlantic Section Conference, Farmingdale State College, NY, New York, 2024, October}.
  ASEE Conferences, 2024.
  https://peer.asee.org/49435 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_49435
author = "Uma Balaji"
title = "Empowering Electrical Engineers: Project-Based Learning for Environmental Sustainability"
booktitle = "2024 Fall ASEE Mid-Atlantic Section Conference"
year = "2024"
month = "October"
address = "Farmingdale State College, NY, New York"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/49435}
number = {10.18260/1-2--49435}
}

TY  - CPAPER
AB  - Energy demand continues to rise annually. As we prepare electrical engineering students for the workforce, the curriculum primarily emphasizes the design of reliable electrical and electronic systems, power generation, and energy distribution, often placing less focus on the environmental impacts of energy consumption. To promote energy security, some schools offer courses on renewable energy resources and generation as optional electives. However, when this option is unavailable due to departmental resource constraints, raising awareness and encouraging students to engage with this global issue in their own way becomes a valuable alternative. Students are generally receptive to reading topical materials related to their courses and thinking critically about the broader impacts of technology on the environment and sustainability, especially when such problems or projects are integrated into the course for even a small percentage of the overall grade. This approach has been implemented in an electric circuits course, where project-based assignment is designed to encourage students to advocate for clean energy production or safe environmental practices, fostering a sustainable future. The primary goal of the projects is to empower students with knowledge of the current technological landscape and to motivate them to contribute to environmental protection. The project-based assignment will be shared, illustrating how they have been used to inspire students. Additionally, an analysis of student perceptions of these assignments and their impact on developing ethical values and a sense of responsibility will be presented.
AU  - Uma Balaji
CY  - Farmingdale State College, NY, New York
DA  - 2024/10/25
PB  - ASEE Conferences
TI  - Empowering Electrical Engineers: Project-Based Learning for Environmental Sustainability
UR  - https://peer.asee.org/49435
DO  - 10.18260/1-2--49435
ER  -