Teaching sustainable engineering ten years later

What's worked & what's next?

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Teaching environmentally related courses in environmental engineering and mechanical engineering technology curricula at two institutions has generated a wealth of experiences. Design for the Environment at the associate level, Design for Society at the senior level, and Sustainable Engineering at the graduate level are similar, complementary courses. Topics in each include green engineering and environmentally-conscious manufacturing. Environmental awareness discussions are included to make clear the perspective of why engineering students need to learn about green design. The writing components in each course are more involved than those in other engineering courses. Whereas each course has undergone student and faculty assessments, an accounting of the results reveals similarities and differences in student reactions to environmentally considerate material. This paper includes numerical analysis of student assessments and faculty reviews for the purpose of measuring progress towards common objectives. The paper also discusses qualitative data for understanding the direction sustainable engineering education might take. This analysis becomes useful when making changes to existing courses and plans for future ones by identifying what has worked well and what has not.

Original languageEnglish (US)
JournalASEE Annual Conference and Exposition, Conference Proceedings
StatePublished - 2006

Fingerprint

Teaching
Students
Environmental engineering
Engineering technology
Engineering education
Mechanical engineering
Curricula
Numerical analysis

All Science Journal Classification (ASJC) codes

  • Engineering(all)

Cite this

@article{c89aa69cee314cadb3e670307ca9deb6,
title = "Teaching sustainable engineering ten years later: What's worked & what's next?",
abstract = "Teaching environmentally related courses in environmental engineering and mechanical engineering technology curricula at two institutions has generated a wealth of experiences. Design for the Environment at the associate level, Design for Society at the senior level, and Sustainable Engineering at the graduate level are similar, complementary courses. Topics in each include green engineering and environmentally-conscious manufacturing. Environmental awareness discussions are included to make clear the perspective of why engineering students need to learn about green design. The writing components in each course are more involved than those in other engineering courses. Whereas each course has undergone student and faculty assessments, an accounting of the results reveals similarities and differences in student reactions to environmentally considerate material. This paper includes numerical analysis of student assessments and faculty reviews for the purpose of measuring progress towards common objectives. The paper also discusses qualitative data for understanding the direction sustainable engineering education might take. This analysis becomes useful when making changes to existing courses and plans for future ones by identifying what has worked well and what has not.",
author = "Ciocci, {Richard Christopher}",
year = "2006",
language = "English (US)",
journal = "ASEE Annual Conference and Exposition, Conference Proceedings",
issn = "2153-5965",

}

TY - JOUR

T1 - Teaching sustainable engineering ten years later

T2 - What's worked & what's next?

AU - Ciocci, Richard Christopher

PY - 2006

Y1 - 2006

N2 - Teaching environmentally related courses in environmental engineering and mechanical engineering technology curricula at two institutions has generated a wealth of experiences. Design for the Environment at the associate level, Design for Society at the senior level, and Sustainable Engineering at the graduate level are similar, complementary courses. Topics in each include green engineering and environmentally-conscious manufacturing. Environmental awareness discussions are included to make clear the perspective of why engineering students need to learn about green design. The writing components in each course are more involved than those in other engineering courses. Whereas each course has undergone student and faculty assessments, an accounting of the results reveals similarities and differences in student reactions to environmentally considerate material. This paper includes numerical analysis of student assessments and faculty reviews for the purpose of measuring progress towards common objectives. The paper also discusses qualitative data for understanding the direction sustainable engineering education might take. This analysis becomes useful when making changes to existing courses and plans for future ones by identifying what has worked well and what has not.

AB - Teaching environmentally related courses in environmental engineering and mechanical engineering technology curricula at two institutions has generated a wealth of experiences. Design for the Environment at the associate level, Design for Society at the senior level, and Sustainable Engineering at the graduate level are similar, complementary courses. Topics in each include green engineering and environmentally-conscious manufacturing. Environmental awareness discussions are included to make clear the perspective of why engineering students need to learn about green design. The writing components in each course are more involved than those in other engineering courses. Whereas each course has undergone student and faculty assessments, an accounting of the results reveals similarities and differences in student reactions to environmentally considerate material. This paper includes numerical analysis of student assessments and faculty reviews for the purpose of measuring progress towards common objectives. The paper also discusses qualitative data for understanding the direction sustainable engineering education might take. This analysis becomes useful when making changes to existing courses and plans for future ones by identifying what has worked well and what has not.

UR - http://www.scopus.com/inward/record.url?scp=85029103938&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85029103938&partnerID=8YFLogxK

M3 - Article

JO - ASEE Annual Conference and Exposition, Conference Proceedings

JF - ASEE Annual Conference and Exposition, Conference Proceedings

SN - 2153-5965

ER -