Redesigning and Undergraduate Engineering Course

The presentation will consist of two parts: (1) description of the introductory engineering course and the experience of using a backwards design approach to create a more learner-centered and active course and (2) group discussion of simple, successful techniques for creating a more learner-centered course. The course was redesigned as part of a preparatory teaching program for graduate students

Identifying students’ sustainability preferences to improve design team performance

In this paper, we discuss evidence from two studies, which use a mix of individual and team tasks to uncover students’ knowledge and skills related to sustainable design. The research explores two questions: (1) Could a team with a mix of individual student sustainability profiles influence individual team members’ learning? (2) Does a diverse, balanced team enhance project performance? When we look at individual students, preferences or affinities emerge that indicate socially-, environmentally-, economically-, or technically- minded individuals. As part of a team, students influence each other’s design decisions, often by bringing new knowledge or a different perspective into a discussion. Team composition that prioritizes a mix of individual preferences could be a valuable strategy for sustainable design, and help team members appreciate the value of different sustainability aspects

Strategic planning for a sustainable transportation system: a swot-based framework for assessment and implementation guidance for transportation agencies

Based on a national survey of State Departments of Transportation (DOTs), it was determined that such agencies are engaged in a variety of activities to address sustainability issues associated with transportation planning, design, and operations. However, state DOTs in general do not have sufficient policies or practices in place to evaluate and prioritize investment options that will promote sustainable development. For this research, a mixed-methods research design employing an expert panel and case studies of individual State DOTs was used to develop, test, and evaluate the value of a strategic planning tool that can help DOTs evolve more sustainable practices and be used to monitor progress over time. A self-assessment tool was designed to guides agencies through (1) identifying internal strengths and weaknesses (or gaps) in their planning frameworks and organizational structure and culture, (2) characterizing features of the external environment as opportunities or threats, (3) prioritizing areas for strategy development, and (4) developing strategies that link the internal and external environments. The tool was tested by seven state DOTs who completed the assessment and provided feedback on the content, format, and process. Based on evaluation of the assessment responses and feedback received from these state agencies, recommendations are made for improving the tool and for future applications. The main contribution of this research is a methodology for transportation agencies to develop or refine their organizational frameworks to be more oriented toward sustainability, which could lead to transportation infrastructure investments that can be better maintained and operated over their service life, reduce environmental impacts and fossil fuel dependence, promote economic development, and meet the needs of growing and changing populations more effectively.PhDCommittee Chair: Amekudzi, Adjo; Committee Member: Meyer, Michael; Committee Member: Ross, Catherine; Committee Member: Southworth, Frank; Committee Member: Stone, Bria

T2-D: Design, Build, and Program a Thermostat for a Tiny House

This paper describes a multi-objective teaching module developed for the second semester of the first-year experience at the Department of Engineering at James Madison University. During the course, students explore the complexities of engineering decision making through fundamentals integrated with the semester theme of tiny houses. The objective of the module is to design, build, and program a thermostat for a tiny house using an Arduino UNO platform. Necessary skills were developed through an independent preparation assignment, followed by an in-class self-directed learning session where students built the Arduino “Love-O-Meter.” Students were intrigued by the project and were asked to use their new knowledge to create more complex control systems to alter the Love-O-Meter into a thermostat for a tiny house. Among many standard learning outcomes, students experienced a real life application as many had not considered how or why thermostat controls works, and independent learning skills were honed. Multiple modes of learning were implemented and students completed the project empowered

Comparing the outcomes of horizontal and vertical integration of sustainability content into engineering curricula using concept maps

The goal of this project was to compare the conceptual sustainability knowledge of students at two institutions that differ in their approaches of integrating sustainability into curricula. One institution is a research-intensive university that has implemented a sustainability-focused course (vertical integration), and the second is a teaching-focused university that has woven sustainability into a variety of classes across its curriculum (horizontal integration). At both institutions, students beginning their capstone design experience created concept maps (cmaps) on the focus question: “What is sustainability?” Structure of student knowledge was analyzed using the traditional cmap scoring method, while specific content was evaluated using word clouds. Results support that students engaging in the curriculum with horizontal integration demonstrated broader, deeper, and more connected knowledge than students enrolled in the vertically-integrated curriculum. Furthermore, students participating in the horizontally-integrated curriculum demonstrated a more balanced understanding of sustainability, with the often-neglected social dimension being significantly represented in their cmaps, as compared to students from the vertically-integrated curriculum. Economic sustainability was a common weakness.Non UBCUnreviewedFacultyOthe

Developing and Validating an Individual Sustainability Instrument with Engineering Students to Motivate Intentional Change

This paper describes three studies that were conducted sequentially for purposes of validating the Individual Sustainability survey for use with undergraduate engineering students. During the first study, researchers administered the original 50-item Individual Sustainability survey to an undergraduate engineering class at a mid-sized University, using real and ideal self. Following exploratory and confirmatory factor analysis, the survey instrument was reduced to 36 items, and reframed to compare real self to ideal professional engineer. The new version was administered to three cohorts of engineering students at the same institution, and factor structures were analyzed again. In order to provide more stable parameter estimates, a third study with 34 items was run with engineering students in similar courses at four different institutions. The methods and results of all three studies are described, to justify the survey’s evolution. This is followed by a discussion of the final survey instrument and approaches for administering the survey to undergraduate engineering students, or adapting survey administration for other student populations. The instrument, in its current form, is an effective way to identify dissonance between one’s real and ideal conceptualizations of self, and help individual students identify opportunities for personal change and professional growth toward sustainability values and behaviors

Comparing Measures of Student Sustainable Design Skills Using a Project-Level Rubric and Surveys

Civil engineers are poised to impact sustainable development. Consequently, there is a need for curricular materials to scaffold students in developing sustainable design skills. Previously, a sustainability module, based on Kolb’s learning cycle, was integrated into a civil engineering capstone course in the United States. The purpose of this study was to analyze the extent to which students engaging in the module (intervention cohort) were able to improve their sustainable design skills, as compared to a group of capstone students not participating in the module (control cohort). A Sustainable Design Rubric was used to assess students’ sustainable design performance, as captured in capstone reports. In addition, students reflected on their confidence related to several sustainable design competencies via a survey. Based on an evaluation of capstone design reports, improvement in the intervention teams’ consideration of sustainable design criteria was somewhat limited, as they more extensively addressed only 2 of the 16 sustainable design criteria compared to control teams. Intervention students reported improved confidence in more sustainable design competencies than control students (10 of 12 for intervention students; 1 of 12 for control students). For future implementations, clearer and more extensive sustainable design expectations need to be set by instructors and project sponsors to increase the execution of sustainable design and close the gap between students’ perceptions of improved skills and teams’ actual application of sustainable design criteria

T5-B: Validating the Use of B-Alert Live in Measuring Cognitive Load in Engineering Problem-Solving

Evaluation of cognitive functioning via physiological measures is a growing area of research in Engineering Education due to its potential implications for enhancing student performance. This paper focuses on the measurement of cognitive functioning via electroencephalography (EEG) and self-report measures, and their relationship with performance. Researchers evaluated the B-Alert X10 EEG system’s reliability in measuring cognitive load, and thus indirectly evaluated its potential to measure both cognitive flexibility and cognitive efficiency in future research. Sophomore and senior undergraduate engineering students solved five engineering problems of increasing complexity while connected to the EEG. As a secondary measure, participants also completed the NASA Task Load Index, a multidimensional self-report assessment tool. The average cognitive load experienced by all participants increased as they attempted to solve problems of increasing difficulty, and sophomores experienced greater cognitive load than seniors. These findings further support electroencephalography as a valid measure of cognitive load