11 results on '"SUSTAINABLE engineering"'
Search Results
2. Improving Student Learning in Undergraduate Engineering Education by Improving Teaching and Assessment.
- Author
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FINELLI, CYNTHIA J. and FROYD, JEFFREY E.
- Subjects
ENGINEERING education ,TEACHER development ,SUSTAINABLE engineering ,UNDERGRADUATES ,ENGINEERING students ,CORPORATE culture - Abstract
In this paper, we report and expand on research questions designed to improve undergraduate engineering education. These questions are based on a yearlong process that included a three-step Delphi study and a subsequent two-day workshop. The Delphi study, conducted during winter and spring of 2015, engaged subject matter experts from engineering education research and engineering academic administration. It resulted in the formation of three writing teams, one each for the critical areas of improving student learning in undergraduate engineering education, improving and diversifying pathways of engineering students to increase retention, and using technology to enhance learning and engagement in engineering. Participants in the two-day workshop, held in October 2015, were chosen for their expertise in one or more of the three areas, such that the workshop could explore priorities for research that would address each of these areas. Using results from the Delphi study and the workshop, the writing teams worked to synthesize and expand on the research questions to guide future work. This paper addresses the first area: improving student learning in undergraduate engineering education. Comprehensive, systemic, and systematic improvement of student learning in the undergraduate engineering education system will require change across numerous elements in the system. The Delphi study and the subsequent workshop clustered major issues related to these numerous elements into four themes: (1) change the organizational culture, (2) research effective assessment practices, (3) promote adoption of research-based teaching practices, and (4) characterize successful faculty development. For each of the four themes, we present a rationale to support selection of the theme and offer categories to organize the research questions. We expect these questions will catalyze scholars to generate new areas of research, will inspire engineering instructors to pursue ideas for improving teaching and assessment in their classrooms, and will galvanize administrators to apply insights to change institutional policies, teaching and assessment activities, faculty development initiatives, and, ultimately, their organizational cultures. [ABSTRACT FROM AUTHOR]
- Published
- 2019
3. Incorporating Sustainable Engineering Design Principles into Senior Design Proposals.
- Author
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Yuan, Ding, Fraser, Jane M., and Paudel, Ananda Mani
- Subjects
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SUSTAINABLE engineering , *ENGINEERING design , *EDUCATORS , *ENGINEERING education , *CURRICULUM - Abstract
Sustainability as a multidisciplinary concept has been introduced and developed for over twenty years, and its principles have been well recognized by engineering professionals, especially in environmental-related fields. However, it remains challenging for most engineering educators to engage students with such a concept in their traditional technical courses. It is even more challenging to prepare students for integrating the sustainability principles into their engineering design process since it requires knowledge, training and practice. In our engineering program, senior engineering students are required to prepare their senior design proposals in a fall semester and complete the project in the following spring semester. The topics of senior design projects are chosen by students, not professors. Since last year, each team is required to evaluate the project from a sustainability point of view in the final report. Accordingly, a new approach is proposed in this paper to enhance students' understanding of sustainable engineering design principles and to help them synthesize sustainability concepts already introduced in previous courses. This new process starts right after the students select the project topic and form in teams. A six-factor table proposed by Pawley et al. is introduced to the students. This framework is used to evaluate an engineering project at the early stage on six factors, i.e. systems, time, energy, modeling, people and scale. Each team uses the framework as an anchor to identify the sustainability related opportunities and potential issues with the topic the team selects. Then an integrated sustainable engineering design process is adopted which includes eight more tasks in addition to the thirteen tasks required in a traditional engineering design process. Consequently, each team is required to develop a sustainable engineering design flowchart that specifically ties to the team project. For an assessment purpose, pre- and post- anonymous student surveys are developed and implemented. The results on Likert-scale and multiple choice questions are analyzed and discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2015
4. Engaging Students in Sustainability Education and Awareness of Green Engineering Design and Careers through a Pre-Engineering Program.
- Author
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Martinez Ortiz, Araceli, Asiabanpour, Bahram, Aslan, Semih, Alejandro, Jesus, Yoojae Kim, and Salamy, Hassan
- Subjects
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SUSTAINABLE engineering , *ENGINEERING design , *ENGINEERING education , *COMPUTER integrated manufacturing systems , *CAD/CAM systems - Abstract
A framework for an active learning summer program for middle school students is presented along with survey instruments and pre and post program data regarding student attitudes and awareness of sustainable design issues and career motivation in the field. This summer program was designed to attract students, especially from underrepresented groups, into early motivating experiences in the engineering fields and to increase their awareness of concepts and careers in renewable energy, and green engineering design principles and technologies. Twenty-four middle school students from a low social economic school district were provided the opportunity to experience many state-of-the-art engineering technologies at the university's school of engineering and to learn from a diverse group of knowledgeable mentoring faculty. In the week - long program, students were involved in hands-on engineering and renewable energy activities appropriate to their age and knowledge. Topics covered included: the engineering design process, CAD solid modeling, 3D printing and water jet cutting, hands-on assembly, renewable energy resources for homes, sustainable site selection, and water efficiency principles. Using project- based learning, student teams participated as designers of their own green home models by integrating their learning of renewable energy use, conservation practices, and appropriate design and material selection. Pre and post surveys revealed increases in student awareness of general engineering and renewable energy concepts as well as increased interest in pursuing engineering careers. [ABSTRACT FROM AUTHOR]
- Published
- 2015
5. Assessing "Wicked Sustainability Problem"-Literacy in Engineering Education.
- Author
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Lonngren, Johanna and Svanstr¨om, Magdalena
- Subjects
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ENGINEERING education , *CLIMATE change , *SUSTAINABLE engineering , *HOLISTIC education , *PROBLEM solving - Abstract
Environmental and sustainability problems are not purely technical problems. Many of the most pressing issues, such as climate change, resource scarcity, and pollution, require holistic approaches that go beyond technical systems analysis and optimization. Such problems have been called wicked sustainability problems (WSPs) because they are highly complex, contested, and lack definite solutions1,2. Engineering education has the potential to play an important role in preparing students to contribute to deal with problems such as WSPs3,4. To be able to contribute in this way, students need to develop an ability to holistically and integratively understand and address WSPs while considering the normative context of sustainable development (here called WSP literacy). However, common practice in engineering education more commonly prepares students to address well-structured and tame rather than wicked problems5,6. One reason may be that working together to develop complex competencies such as WSP literacy is challenging for students as well as educators. Wiek, Withycombe, and Redman suggest that formulating and operationalizing intended learning outcomes (ILOs) for complex competencies can facilitate this difficult process and thus improve engineering education practice4. In this paper, we provide a preliminary matrix of 22 concrete ILOs for WSP literacy, as well as two different approaches to assessing (some of) them in engineering education. We expect that engineering educators will find these ILOs and assessment strategies valuable for adopting a constructive alignment approach for WSP literacy in their teaching. [ABSTRACT FROM AUTHOR]
- Published
- 2015
6. From the Editor.
- Author
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MATUSOVICH, HOLLY
- Subjects
ENGINEERING education ,ENGINEERING students ,SUSTAINABLE engineering ,BLENDED learning ,TASK forces - Published
- 2022
7. Using Concept Maps to Assess Interdisciplinary Integration of Green Engineering Knowledge.
- Author
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Borrego, Maura, Newswander, Chad B., McNair, Lisa D., McGinnis, Sean, and Paretti, Marie C.
- Subjects
SUSTAINABLE engineering ,ENGINEERING education ,INTERDISCIPLINARY approach to knowledge ,COURSE outlines (Education) ,EDUCATION - Abstract
Engineering education, like many fields, has started to explore the benefits of concept maps as an assessment technique for knowledge integration. Because they allow students to graphically link topics and represent complex interconnections among diverse concepts, we argue that concept maps are particularly appropriate for assessing interdisciplinary knowledge integration. The results from a year-long study of a design course in green engineering demonstrate the viability of this approach. However, this research also highlights important issues in faculty scoring of interdisciplinary concept maps that may not be present when maps are used in traditional single-discipline settings. The interdisciplinary setting revealed differences in (1) evaluation criteria, (2) expertise, and (3) investment. We conclude with suggestions for selecting and training scorers to address these issues. [ABSTRACT FROM AUTHOR]
- Published
- 2009
8. THE WORLD NEEDS ENGINEERS ON WALL STREET.
- Author
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ADRIAENS, PETER
- Subjects
SUSTAINABLE engineering ,ENGINEERS ,ENGINEERING education - Abstract
The article offers information on New York finance conference on sustainable infrastructure and the Internet of Things (IoT) has revealed many employees has hired by the big brokerage houses were engineers and data scientists. Topics inlcude the performance of intelligent infrastructure systems, the emergence of smart cities has opened the door to exciting new uses of financial technologies, and the environmental finance course shows the influence of climate-change data on fixed income.
- Published
- 2020
9. SPREADING INFLUENCE.
- Author
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Wu, Corinna
- Subjects
SUSTAINABLE engineering ,UNIVERSITIES & colleges ,ENGINEERING education ,CERTIFICATION ,CURRICULUM ,EDUCATIONAL programs ,ENGINEERING students ,TECHNOLOGICAL innovations - Abstract
The article focuses on sustainability which is integrated into the coursework of engineering field in the U.S. University of Florida defines sustainability as looking at the issues and problems facing the world with a new perspective that focuses on ecological preservation, economic viability and social justice. Today, many schools are starting to formalize their educational programs and develop both undergraduate and graduate certificate programs in sustainable engineering. Arizona State University also offers a graduate certificate in sustainable technology and management.
- Published
- 2008
10. DEGREES AND MORE.
- Author
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Wu, Corinna
- Subjects
ELECTIVE system (Higher education) ,ENGINEERING education ,EDUCATIONAL programs ,SUSTAINABLE engineering ,MASTER of arts degree ,ENGINEERING students - Abstract
The article reports on the efforts of the Rochester Institute of Technology (RIT) to offer undergraduates the option of earning a minor in sustainable product development in Rochester, New York since 2005. RIT offers students with five courses including three courses in engineering, one in technical elective and a social elective. According to associate professor Andrés Carrano, RIT programs emphasize economic, environmental and ethical dimensions of sustainability. In 2008, the institute will also offer a new master's degree program in sustainable engineering.
- Published
- 2008
11. SHARING THE WISDOM.
- Author
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Wu, Corinna
- Subjects
SUSTAINABLE engineering ,ENGINEERING education ,ADULT education ,UNIVERSITIES & colleges ,UNIVERSITY faculty ,DIGITAL libraries ,CURRICULUM ,TECHNOLOGY & state - Abstract
The article reports on the sustainability program called the Center for Sustainable Engineering (CSE) formed in 2005 by the Carnegie Mellon University and the Arizona State University in the U.S. It is stated that the tasks of CSE is to conduct workshops for faculty members on incorporating sustainability into coursework and to compile an electronic library with educational materials on sustainable engineering. Cliff Davidson, professor of civil engineer at Carnegie Mellon, said that it was clear that several years ago engineering education would have to change to integrate sustainability.
- Published
- 2008
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