Asee peer logo

The Use Of A Course Management System In Environmental Engineering For The Education Of The Global Citizen

Download Paper |


2007 Annual Conference & Exposition


Honolulu, Hawaii

Publication Date

June 24, 2007

Start Date

June 24, 2007

End Date

June 27, 2007



Conference Session

Computer Education Management Tools

Tagged Division

Computers in Education

Page Count


Page Numbers

12.1479.1 - 12.1479.12



Permanent URL

Download Count


Request a correction

Paper Authors


Lupita Montoya Rensselaer Polytechnic Institute

visit author page

Lupita D. Montoya is Assistant Professor of Environmental Engineering in the Civil and Environmental Engineering Department at Rensselaer Polytechnic Institute. She earned her BS degree in Engineering from California State University, Northridge, her MS in Mechanical Engineering and her PhD in Environmental Engineering from Stanford University.

visit author page


Chris Moore Rensselaer Polytechnic Institute

visit author page

Chris S. Moore is a Course Developer in the Distributed Education and Multimedia Department at Rensselaer Polytechnic Institute. He has served as project leader for course support of distributed education courses, consultant to faculty on issues of technology integration, instructional design and content development, and researcher and evaluator for emerging instructional technologies. Chris earned a Master of Science degree in Curriculum Development and Instructional Technology in May, 2000 from the University at Albany. Chris has six years of experience in instructional design and integrating information technologies in support of teaching and learning.

visit author page

Download Paper |

NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

The Use of a Course Management System in Environmental Engineering For the Education of the Global Citizen


Educating the Global Citizen is the goal of many well-intentioned faculty in Engineering. How to merge that lofty goal into an often already packed course can be a challenge. As the need for exposure to “real world” issues becomes more urgent, instructors must find creative ways to make the connections between the theoretical and technical training that occurs in the classroom and issues and events occurring outside the classroom.

The use of course management systems could facilitate the process of educating the engineer of the future by providing multiple avenues for exploration. We, an Assistant Professor of Environmental Engineering and a Course Developer from the Distributed Education and Multimedia Department at our institution, worked closely to implement web-based tools and integrate aspects of social responsibility into an introductory course in Air Quality. For a year, we worked together to transform notes and resources into digital format and tested a number of tools within the available course management system (WebCT) at our institution.

The conversion of class notes to digital PowerPoint (PPT) format was undertaken to support a deliberate process-oriented pedagogy that required or strongly encouraged in-class note-taking (a mode of cognition or content interaction)1. Students only had pre-class access to partial/incomplete notes. The PPT design of in-class lecture notes was intended to support the flow of lecture content, facilitated insertion of problem-solving sequenced so students could immediately apply their knowledge, and allowed the instructor to interact with students more freely. Complete notes were unavailable for download or print - only for online review after class or before exams, thereby diminishing a typical faculty fear of posting course materials and losing class engagement. Fleeting availability of complete notes was used to promote student review in a more regular (weekly) fashion. In-class access to the web added content interaction during discussions that required information searching (e.g., to complete a table comparing CO2 emissions from various countries). In-class and on-line discussions on the social implications of topics such as Greenhouse gases and the Kyoto Protocol were also pursued.

As part of the assessment process, students were given two entry surveys on the first day of class. One survey dealt only with issues regarding the use of WebCT and an on-line survey dealt with basic concepts related to the course content. Results from both surveys helped shape the format and the content of the course. Students were informed of the most salient issues emerging from these surveys and were asked for input at various points in the semester via on-line surveys and other formative assessments. A final survey assessed the progress on the general topics covered in the entry survey and the effectiveness of the use of the course management system.

Montoya, L., & Moore, C. (2007, June), The Use Of A Course Management System In Environmental Engineering For The Education Of The Global Citizen Paper presented at 2007 Annual Conference & Exposition, Honolulu, Hawaii. 10.18260/1-2--2306

ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2007 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015