Sustainability is a complex socio-technical challenge that requires new ways of thinking. To help meet this challenge, I have created three case-based modules that teach engineering students how to apply sustainability principles and help them recognize potential cognitive traps, or barriers, that may prevent more consideration for sustainability during design. Each of my three case studies is built into a PowerPoint-guided module for undergraduate engineering classes, which may be taught in 1-3 class days. I have implemented each of the three modules in senior-level classes at Virginia Tech, assessed survey data, and scored student assignments. This work and the underlying literature background is reflected in three journal papers, one for each module. My case study modules, along with all associated teaching materials, are shared in the Center for Sustainable Engineering repository for other instructors to adapt and use.
Each module includes a case study about an infrastructure project recognized and awarded by the Envision rating system, demonstrating a case of sustainability done well. Adaptable PowerPoint slides are used to teach about the Envision rating system and credits particularly relevant to the project. Active learning assignments allow students to apply the Envision framework and design criteria to complex and ill-structured problems related to the case study. Slides also cover the relation of three selected behavioral decision science concepts to each case study; these include cognitive biases and barriers which tend to inhibit sustainability outcomes, as well as some potential solutions to mitigate or overcome such barriers. Paired with the decision-making framework of Envision, awareness of these transdisciplinary concepts will allow students to more effectively manage the complex decisions found in real-world projects.
Results were assessed through a variety of methods to determine the modules' level of effectiveness in accomplishing defined student learning outcomes. Pre-module and post-module student surveys were employed to measure several indicators: changes in self-assessed confidence levels, perceptions of sustainable design (characteristics and barriers), and accuracy of module concept definitions. Each of several active learning assignments was scored on a simple rubric. Concept maps were also tested as further type of assessment, and scored with both traditional and holistic methods. However, fully integrating the concept mapping approach is left to the future work of others.
These modules are a significant contribution to engineering education, as they integrate diverse topics and disciplines into a unified and relevant teaching package. Over 350 students have already been reached through the three modules, and sharing the materials in a peer-reviewed repository allows for expansion, adaptation, and capacity building. Each module's content and pedagogy align with ABET accreditation requirements and ASCE's Body of Knowledge, making them relevant tools for equipping the future generation of engineers. Future development of similar case studies can build partnerships between academia and industry, as well as increase cross-disciplinary collaboration. These efforts will both improve undergraduate education and advance the profession. / Master of Science / Civil infrastructure includes many systems including water and wastewater pipelines and treatment plants, power plants, roads, bridges, and parks, which must provide an adequate level of service to society. Civil engineers must sustain and improve these systems and the people’s quality of life for many generations into the future. For this to happen, engineering students must be taught the immense value of sustainability and how to make effective decisions during design for sustainable infrastructure. My research involves three specific infrastructure projects: (1) the Historic Fourth Ward Park in Atlanta, Georgia, (2) the Tucannon River Wind Farm in Dayton, Washington, and (3) the West Park Equalization Facility in Nashville, Tennessee. Each of these has received an award from the Institute for Sustainable Infrastructure’s rating system called Envision, and serves as a case study of sustainability done well.
For each of the three projects, I interviewed members of the engineering design team and gathered information about the project to write a case study, which was used as the basis for a PowerPoint teaching module. The modules connect engineering to the social sciences by discussing relevant cognitive and behavioral barriers in decision making, and then present the Envision rating system as a tool for sustainable design. After conducting a literature review of engineering education, I developed specific learning outcomes, before and after surveys, and a variety of active learning assignments to assess the student learning and effectiveness of each module. This thesis presents results from teaching the modules in classes at Virginia Tech, and v demonstrates their value as transdisciplinary links between engineering, sustainability, and decision making. The modules have been made publicly available at the Center for Sustainable Engineering website for other instructors to use in their own class teaching.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/81310 |
| Date | 20 December 2017 |
| Creators | McWhirter, Nathan Daniel |
| Contributors | Civil and Environmental Engineering, Shealy, Earl W., Garvin, Michael J., Pearce, Annie R. |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Thesis |
| Format | ETD, application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
Page generated in 0.0024 seconds