Salt Lake City, Utah
June 23, 2018
June 23, 2018
July 27, 2018
Previously, researchers developed and applied a sustainable design rubric, based on the Nine Principles of Sustainable Engineering, to civil engineering student design projects. The rubric is being updated for use across engineering disciplines based on insights from the pilot application phase and a three phase validation process. This paper reports on expert validation through a survey and comparisons with sustainability frameworks. Paper and web-based surveys were used to gather perspectives from engineering education professionals with different disciplinary perspectives, including civil, environmental, mechanical, electrical/computer, and other engineering or related disciplines, from the United States and abroad (N = 55). Specifically, participants ranked their ten most important sustainable design criteria from a list of 34 criteria that were generated based on the original rubric and a systematic review of literature. Participant rankings were converted into scores then sorted based on quartiles, with criteria in the first, second, third, and fourth quartiles designated as very important, important, slightly important, and not important, respectively. Of the eight criteria designated as very important, most were related to the environmental or social dimensions of sustainability. A few economic design criteria were designated as important, although most were designated as slightly or not important. Ultimately, expert feedback substantiated parallel validation efforts to identify and reduce the number and type of design criteria comprising the rubric. The completed rubric will provide engineering educators and students with a learning and assessment tool to enhance sustainable design outcomes of projects.
Watson, M. K., & Barrella, E., & Cowan, C. M., & Anderson, R. D. (2018, June), Validating a Sustainable Design Rubric by Surveying Engineering Educators Paper presented at 2018 ASEE Annual Conference & Exposition , Salt Lake City, Utah. https://peer.asee.org/31220
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