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Updating the Benchmark Sustainable Engineering Education Report: Trends from 2005 to 2010

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Conference

2011 ASEE Annual Conference & Exposition

Location

Vancouver, BC

Publication Date

June 26, 2011

Start Date

June 26, 2011

End Date

June 29, 2011

ISSN

2153-5965

Conference Session

Program Criteria, Assessment, and Sustainability in Civil Engineering

Tagged Division

Civil Engineering

Page Count

7

Page Numbers

22.1584.1 - 22.1584.7

Permanent URL

https://peer.asee.org/18393

Download Count

28

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Paper Authors

biography

Melissa M. Bilec University of Pittsburgh

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Melissa Bilec, an Assistant Professor in the Swanson School of Engineering’s Department of Civil and Environmental Engineering, studies and teaches engineering issues related to sustainability, green design, and construction. She focuses largely on the practical aspects of sustainable building, from the life-cycle and cost benefit of “green” materials to lending civic initiatives a greener touch and conducting metrics research to understand and evaluate high-performance green buildings. She translates her work in these areas, as well as that of other Pitt sustainable engineers, into student projects as the assistant director of education outreach in the Mascaro Center for Sustainable Innovation, Pitt’s center for green design.

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Chris Hendrickson Carnegie Mellon University

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Amy E. Landis University of Pittsburgh

biography

Scott Matthews Carnegie Mellon University

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H. Scott Matthews is a Professor in the Departments of Civil and Environmental Engineering and Engineering & Public Policy and the Research Director of the Green Design Institute at Carnegie Mellon University. The Green Design Institute is an interdisciplinary research consortium at Carnegie Mellon focused on identifying and assessing the environmental impacts of systems and helping businesses manage their use of resources and toxic materials.

His research and consulting interests are in the area of valuing the socio-economic implications of environmental systems and infrastructure and industrial ecology. Of particular interest are using the Internet to facilitate environmental life cycle assessment of products and processes, estimating and tracking carbon emissions across the supply chain, and the sustainability of infrastructure. At Carnegie Mellon, he has taught graduate and undergraduate courses in the Departments of Economics, Civil and Environmental Engineering, Engineering and Public Policy, and Computer Science.

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Abstract

Updating the Benchmark Sustainable Engineering Education Report – Trends from 2005 to 2010In Spring 2010, Civil Engineering Department heads participated in a workshop onincorporating sustainability into the civil engineering curriculum during the National CivilEngineering Department Heads Conference. This presentation summarizes findings fromthe workshop regarding perceptions, barriers and challenges to implementingsustainability into curriculum and research. The results from a survey of the departmentheads will be presented and the current and expected upward trends of sustainableengineering will be presented. In addition, the results from the workshop will be discussedin the context of a similar survey conducted by the Center for Sustainable Engineering(CSE). In 2005, the CSE was formed with a mission to enhance and assist in developingsustainable engineering at universities on an international scale. This collaborativeresearch center between University of Texas at Austin, Carnegie Mellon University, andArizona State University completed a benchmark survey in 2008 that identified andcharacterized US institutions’ current state of sustainability and engineering curricula. The benchmark results showed more than 80% of the respondents reported some level ofsustainable engineering in existing courses.  

Bilec, M. M., & Hendrickson, C., & Landis, A. E., & Matthews, S. (2011, June), Updating the Benchmark Sustainable Engineering Education Report: Trends from 2005 to 2010 Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC. https://peer.asee.org/18393

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