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• W228165722 abstract "Introduction The American Society of Civil defines sustainable development as process of applying natural, human, and economic to enhance the safety, welfare, and quality of life for all of society while maintaining the availability of the remaining natural resources (ASCE 2012). By the very definition, it is clear that achieving sustainable development requires a multi-faceted approach from engineering, economic and social perspectives, which is challenging to achieve (Davis and Cornwell, 2013). This is due in part to the typical focus solely on the profit portion of the triple bottom line (TBL--people, planet, profit), especially in traditional business sectors; challenges in employing non-biased means of evaluating efforts towards sustainable development; constantly changing political environments; and difficulty in coordinating efforts among governments, industries and communities (IEA 2006, Swanson et al 2004, Reck 2010). In order to meet the challenges of sustainable development, the approach to education must be modified to equip students to evaluate alternatives and devise solutions that meet multi-faceted requirements. The Center for Sustainable Energy states succinctly: Given the finite capacity of the earth, it is recognized that engineers of the future must be trained to make decisions in such a way that our environment is preserved, social justice is promoted, and the needs of all people are provided through the global economy (CSE 2012). In 2009, a team of faculty from the College of at the University of Texas at Arlington received funding through the National Science Foundation's Innovations in Education, Curriculum and Infrastructure (IEECI) program to support a project entitled Engineering Sustainable Engineers (ESE). ESE was developed to infuse the curricula in civil (CE), industrial (IE) and mechanical (ME) engineering at UT Arlington with sustainability. To overarching aim was to improve student capabilities with respect to four (4) expected outcomes: * increased knowledge of sustainability concepts; * increased ability to analyze project components for sustainability; * improved ability to propose mitigation strategies for reducing negative impacts; and * ability to apply knowledge to real-world problems and projects. The project was divided into three key components, each of which addressed one or more of the expected outcomes. The components were: (1) learning modules for courses from the freshman through senior years, (2) a quality sustainable engineering internship primarily targeting junior and senior students and (3) a multidisciplinary senior design project. A description of each of these components is provided in the sections that follow. The team proceeded by devising a list of seven specific learning objectives that were linked to various course levels and ESE learning experiences as shown in Table 1. Formative and summative assessments were conducted for each project component. This paper provides a description of each of the three key components, assessment tools and general results and will give detailed descriptions and results for one of the civil engineering learning modules. Key Program Components Learning Modules Learning modules were developed for several freshman through senior level undergraduate courses (see Figure 1). These courses were chosen because they are required of all students in the CE, IE and ME programs and because they are also courses that are common to many programs nationwide. Note that there are fewer ME courses than CE or IE. After the project was initiated, there was a change from electrical engineering to mechanical engineering as the third discipline impacted by the program. [FIGURE 1 OMITTED] Each module was designed to be a grab-and-go unit consisting of learning objectives, lecture materials, active learning exercises, homework assignments and assessments that can be used by faculty in any CE, IE or ME program. …" @default.
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• W228165722 date "2012-06-22" @default.
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• W228165722 title "Engineering Sustainable Engineers through the Undergraduate Experience." @default.
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