Watson, M. K., & Pelkey, J., & Rodgers, M. O., & Noyes, C. R. (2014, June), Exploring Student Sustainability Knowledge using the Structure of Observed Learning  Outcomes (SOLO) Taxonomy  Paper presented at 2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana. 10.18260/1-2--20474

\bibitem{asee_peer_20474}
  Watson, M. K., \& Pelkey, J., \& Rodgers, M. O., \& Noyes, C. R. (2014, June), \emph{Exploring Student Sustainability Knowledge using the Structure of Observed Learning  Outcomes (SOLO) Taxonomy}
  Paper presented at 2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana.
  10.18260/1-2--20474

Mary Katherine  Watson, Joshua Pelkey, Michael Owen Rodgers, and Caroline R. Noyes.  "Exploring Student Sustainability Knowledge using the Structure of Observed Learning  Outcomes (SOLO) Taxonomy".  2014 ASEE Annual Conference & Exposition, Indianapolis, Indiana, 2014, June.  ASEE Conferences, 2014.  https://peer.asee.org/20474 Internet.  24 Apr, 2024

\bibitem{asee_peer_20474}
  Mary Katherine  Watson, Joshua Pelkey, Michael Owen Rodgers, and Caroline R. Noyes.
  "Exploring Student Sustainability Knowledge using the Structure of Observed Learning  Outcomes (SOLO) Taxonomy".
  \emph{2014 ASEE Annual Conference \& Exposition, Indianapolis, Indiana, 2014, June}.
  ASEE Conferences, 2014.
  https://peer.asee.org/20474 Internet.  24 Apr, 2024

@INPROCEEDINGS{asee_peer_20474
author = "Mary Katherine  Watson, Joshua Pelkey, Michael Owen Rodgers, and Caroline R. Noyes"
title = "Exploring Student Sustainability Knowledge using the Structure of Observed Learning  Outcomes (SOLO) Taxonomy"
booktitle = "2014 ASEE Annual Conference \& Exposition"
year = "2014"
month = "June"
address = "Indianapolis, Indiana"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/20474}
number = {10.18260/1-2--20474}
}

TY  - CPAPER
AB  -   Analyzing Student Sustainability Knowledge using the Structure of Observed Learning                                  Outcomes Taxonomy        Although technological innovation may have contributed to current unsustainablepractices, engineering is important for developing and implementing sustainable developmentstrategies. Sustainability engineering has emerged as a new field aimed at integrating andbalancing economic, environmental, and social systems during global development. To properlyguide educational reforms needed to train sustainably-conscious engineers, effective methods areneeded to assess the current status of student sustainability understanding.        A study is currently being completed to demonstrate use of the Structure of ObservedLearning Outcomes (SOLO) taxonomy as a basis for simple student sustainability knowledgeassessments. The SOLO taxonomy is a topic-independent, conceptual development schema thatis used for assessment of student understanding of disciplinary topics. Based on work by JeanPiaget, the SOLO taxonomy proposes that students progress linearly though a series of stages(pre-structural, uni-structural, multi-structural, relational, and extended abstract) as theirknowledge matures from beginner to expert. Students enrolled in a Civil and EnvironmentalEngineering (CEE) capstone design course at a large research-intensive university in thesoutheastern United States were asked to “Describe sustainability in [their] own words.” Twoexpert judges are currently classifying student responses according to the SOLO taxonomy toinfer general understanding of the domain of sustainability. Inter-rater reliability will bequantified using Krippendorff’s alpha and insights for other engineering educators looking forrelatively quick measures of sustainability knowledge will be provided.
AU  - Mary Katherine  Watson
AU  - Joshua Pelkey
AU  - Michael Owen Rodgers
AU  - Caroline R. Noyes
CY  - Indianapolis, Indiana
DA  - 2014/06/15
PB  - ASEE Conferences
TI  - Exploring Student Sustainability Knowledge using the Structure of Observed Learning  Outcomes (SOLO) Taxonomy
UR  - https://peer.asee.org/20474
DO  - 10.18260/1-2--20474
ER  -