Case Studies in Sustainability Used in an Introductory Laboratory Course to Enhance Laboratory Instruction.

This educational research seeks to develop novel laboratory modules by using the case studies in the sciences teaching method in order to introduce sustainability and environmental engineering laboratory concepts to 21st century learners. The increased interest in "going green" has led to a surge in the number of engineering students studying sustainable engineering concepts in their courses. The goal is to improve laboratory instruction and the transfer of laboratory concepts to tangible real world applications for students by utilizing student learning preferences. Research methods were implemented in a junior level environmental engineering laboratory course. The case modules focused on providing (1) the contextual case-study or problem based learning modules that link engineering topics to real world sustainable engineering issues and (2) hands-on experiences for students that are designed to address new areas in sustainable engineering. The case studies engaged students in a "short case story" with real or fictional characters experiencing a real world event. Following the "short case story," students conducted independent research related to the case and the laboratory exercise. This paper investigates the improvements to laboratory instruction as a result of the gains in student learning, self-efficacy and engagement observed when the case studies in the sciences teaching method is used. Student assessment data shows that students felt the case study methods used in the course were more engaging, more interesting, and made connections between laboratory exercises and real world applications clearer when compared to their traditional laboratory classes they had taken during their education. Results also show that the case studies teaching method should be paired with more traditional instructional methods because students prefer learning facts, solving problems by well-established methods, seeing pictures and demonstrations, and learn best when a linear stepwise approach is used. [ABSTRACT FROM AUTHOR]