Poor, C. J., & Dillon, H., & Welch, J. M., & Ralston, N. C. (2020, June), Implementation of Real-world Class Activities in an Introduction to Environmental Engineering Class  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34775

\bibitem{asee_peer_34775}
  Poor, C. J., \& Dillon, H., \& Welch, J. M., \& Ralston, N. C. (2020, June), \emph{Implementation of Real-world Class Activities in an Introduction to Environmental Engineering Class}
  Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line .
  10.18260/1-2--34775

Cara J. Poor, Heather Dillon, Jeffrey Matthew Welch, and Nicole C. Ralston.  "Implementation of Real-world Class Activities in an Introduction to Environmental Engineering Class".  2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June.  ASEE Conferences, 2020.  https://peer.asee.org/34775 Internet.  19 Apr, 2024

\bibitem{asee_peer_34775}
  Cara J. Poor, Heather Dillon, Jeffrey Matthew Welch, and Nicole C. Ralston.
  "Implementation of Real-world Class Activities in an Introduction to Environmental Engineering Class".
  \emph{2020 ASEE Virtual Annual Conference Content Access, Virtual On line , 2020, June}.
  ASEE Conferences, 2020.
  https://peer.asee.org/34775 Internet.  19 Apr, 2024

@INPROCEEDINGS{asee_peer_34775
author = "Cara J. Poor, Heather Dillon, Jeffrey Matthew Welch, and Nicole C. Ralston"
title = "Implementation of Real-world Class Activities in an Introduction to Environmental Engineering Class"
booktitle = "2020 ASEE Virtual Annual Conference Content Access"
year = "2020"
month = "June"
address = "Virtual On line "
publisher = "ASEE Conferences"
note = {https://peer.asee.org/34775}
number = {10.18260/1-2--34775}
}

TY  - CPAPER
AB  - In traditional introduction to environmental engineering classes, students commonly do book problems and never see applications to real problems such as lack of access to clean water in developing countries or algal blooms. This leaves a disconnect between what they learn in class and what they see in the news. To improve the connection between equations learned in class and real-world problems, two class activities were developed: 1) Access to Clean Drinking Water and 2) Low Oxygen Levels in the Santiam River. During both activities, students had to determine what information they needed, find that information on the internet, evaluate conditions, and determine solutions. Students completed the majority of the assignment in class, summarized results in a technical memorandum written outside of class, and reported their results at the beginning of the next class period. Students were then asked to evaluate how well the activities improved their ability to:

1.	Identify and evaluate sources of information
2.	Connect life experiences with course content
3.	Identify real world engineering opportunities and constraints
4.	Identify links between course knowledge and real world systems

Students were asked to evaluate whether or not they agreed with each of the above statements on a Likert scale, where a score of 1 was “not at all” and a score of 5 was “to a great extent.” Results indicate the majority of students believed the activities helped them identify real world engineering opportunities and constraints (4.57) and identify links between course knowledge and real world systems (4.64). Although not as strong of a response, students also thought the activities helped them identify and evaluate sources of information (3.61) and connect life experiences with course content (3.91). These results indicate that the two class activities helped students make the connection between what they learn in class and real-world problems.

AU  - Cara J. Poor
AU  - Heather Dillon
AU  - Jeffrey Matthew Welch
AU  - Nicole C. Ralston
CY  - Virtual On line 
DA  - 2020/06/22
PB  - ASEE Conferences
TI  - Implementation of Real-world Class Activities in an Introduction to Environmental Engineering Class
UR  - https://peer.asee.org/34775
DO  - 10.18260/1-2--34775
ER  -