June 14, 2015
June 14, 2015
June 17, 2015
NSF Grantees Poster Session
26.8.1 - 26.8.6
Integrating Sustainability Grand Challenges and Experiential Learning into Engineering Curricula: Years 1 and 2Complex global challenges require multidisciplinary, sustainable solutions; the next generationof engineering students must be prepared to apply sustainability concepts to solve thesechallenges. Many undergraduate engineering students, however, report that they do not feelprepared to address these challenges because they were not introduced to these concepts duringtheir engineering education. In addition, students report educational deficiencies of real worldexperiences and applied sustainability concepts as areas that need critical improvement in theireducation. This TUES 2 project evaluates two methods for integrating grand challenges andsustainability into engineering curricula, termed as the stand-alone course method, and themodule method. In the stand-alone course method, engineering programs establish one to twodistinct courses that are designed to address sustainability grand challenges in depth. In themodule method, engineering programs integrate sustainability grand challenges throughout a hostof existing courses and weave student exposure throughout the curriculum. We are implementingand monitoring these two strategies in five different engineering programs, from Research-1Universities to community colleges; the collaborating institutions include the XXX, XXX(located in X), XXX, XXX (located in X), and XXX (located in X). This poster summarizes theprogress and accomplishments during years one and two of this collaborative research project.We review the development of ready-made, stand-alone sustainability courses and ready-madesustainability themed modules that employ experiential learning that have been developed overthe past two years, including the packaging of three courses and fourteen modules on topics fromgreen building to life cycle assessment to applied sustainability topics for engineers. In addition,we present the dialogues and critical collaborations that have lead to successful first two years inestablishing a stable network to explore both the stand-alone and module methods. Ultimately,through this TUES 2 research project, we aim to develop succinct recommendations regardingbest practices for universities integrating sustainability and systems thinking into engineeringcurricula.
Dancz, C. L. A., & Ketchman, K. J., & Burke, R., & Bilec, M. M., & Adams, E. A., & allenby, B., & Chester, M., & Khanna, V., & Parrish, K., & Seager, T. P., & Landis, A. E. (2015, June), Integrating Sustainability Grand Challenges and Experiential Learning into Engineering Curricula: Years 1 and 2 Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.23341
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