Positioning Students to Understand Urban Sustainability Strategies through Vertical Integration: Years 1 through 3
- Conference
- Location
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New Orleans, Louisiana
- Publication Date
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June 26, 2016
- Start Date
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June 26, 2016
- End Date
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June 29, 2016
- ISBN
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978-0-692-68565-5
- ISSN
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2153-5965
- Conference Session
- Tagged Topic
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NSF Grantees Poster Session
- Page Count
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9
- DOI
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10.18260/p.25915
- Permanent URL
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https://strategy.asee.org/25915
- Download Count
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504
Paper Authors
Mohamed Elzomor Arizona State University
Mohamed grew up in Cairo, Egypt. Following college graduation in 2006 from American University in Cairo (AUC), he worked for several consultancy firms. He then joined a leading real estate corporation where he elevated to the post of a Deputy Project Manager for an office park project worth over hundred million USD. After completing his Masters of Engineering in Construction at the AUC, Mohamed could not bear the thought of leaving the School and so decided to change career gears from the industry to academia. Therefore, he pursued a Master of Science in Architecture degree focusing on design and energy conservation at the University of Arizona. Mohamed now is a second year Ph.D. student at Arizona State University. When not playing soccer, he spends his free time talking and reading about the sport.
Kristen Parrish Arizona State University
Kristen Parrish is an Assistant Professor in the School of Sustainable Engineering and the Built Environment at Arizona State University (ASU). Kristen’s work focuses on integrating energy efficiency measures into building design, construction, and operations processes. Specifically, she is interested in novel design processes that financially and technically facilitate energy-efficient buildings. Her work also explores how principles of lean manufacturing facilitate energy-efficiency in the commercial building industry. Another research interest of Kristen’s is engineering education, where she explores how project- and experience-based learning foster better understanding of engineering and management principles. Prior to joining ASU, Kristen was at the Lawrence Berkeley National Laboratory (LBNL) as a Postdoctoral Fellow (2009-11) and then a Scientific Engineering Associate (2011-2012) in the Building Technologies and Urban Systems Department. She worked in the Commercial Buildings group, developing energy efficiency programs and researching technical and non-technical barriers to energy efficiency in the buildings industry. She has a background in collaborative design and integrated project delivery. She holds a BS and MS in Civil Engineering from the University of Michigan and a PhD in Civil Engineering Systems from University of California Berkeley.
Chelsea Mann Arizona State University
Chelsea Mann is a graduate civil engineering student within the School of Sustainable Engineering and the Built Environment at Arizona State University.
Abstract
Student engagement is critical to student retention within a program, and to the success of the program overall. Various pedagogical techniques promote student engagement, two specific techniques including problem-based learning (PBL) and vertical integration. PBL methods propose real world critical thinking problems to students, which exposes students to more realistic concepts. Vertical integration connects two groups at different educational levels to encourage both knowledge and retention between the two. This paper describes a vertically integrated problem-based learning (PBL) framework that has been developed and implemented at Arizona State University between a lower-division construction management course, Construction Materials, Methods and Equipment (CON252) and an upper-division civil engineering course, Urban Infrastructure Anatomy and Sustainable Development (CEE 486/598). We present results from the first three years of this program, highlighting the changes in approach and evaluation of the vertically-integrated PBL framework. This poster summarizes the progress and accomplishments during years one through three of this research project. We review the development of course project assignments, course lectures, and evaluation instruments that promote and facilitate vertical integration and experiential learning.
Elzomor, M., & Parrish, K., & Mann, C. (2016, June), Positioning Students to Understand Urban Sustainability Strategies through Vertical Integration: Years 1 through 3 Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.25915
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