Evaluation Of Abet Program Curricula Criteria For The Integration Of Sustainability Related Subject Areas

Jarvie, Michelle E.

doi:10.18260/1-2--5217

Cited by 2 publications

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“…In response to ABET and for other reasons, educators have created approaches to introduce sustainable engineering concepts and techniques across departments in Engineering 2 , in environmental engineering 3 , in civil engineering 4,5,6,7,8 , and to address ABET criteria 2,9 . In 2011, a special issue of the Journal of Professional Issues in Engineering Education and Practice provided a collection of papers on the topic of sustainability in civil and environmental engineering education 10 .…”

Section: Introductionmentioning

confidence: 99%

Using the EnvisionTM Sustainable Infrastructure Rating System in a Civil Engineering Capstone Design Course

Burian¹,

Reynolds²

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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Sustainability is a key concept for civil engineers. In the past decade a number of efforts have been made to incorporate sustainability knowledge, techniques, and tools into civil engineering education. One approach has been to use professional rating systems as a vehicle in design courses. This paper describes such an approach using the Institute for Sustainable Infrastructure (ISI) Envision TM rating system as part of a learning module in the capstone design course at the University of Utah. In the module, students are first presented fundamental sustainability concepts and tools, and in a separate seminar are introduced to the Envision rating system. Students are exposed at least two more times to brief follow-up discussions applying Envision to their project. It was expected that the use of Envision helps students reinforce underlying sustainability concepts and improve the learning about Envision by applying it to a project. The module effectiveness was assessed for the Fall 2013 semester using three formats: (1) a new civil engineering sustainability literacy questionnaire administered before and after the module, (2) quality of application of the Envision Rating System to the project, and (3) instructor reflection. Results from full assessment in the Fall 2013 semester and partial assessment in the Spring 2014 semester indicate the module helped introduce students to basic sustainability concepts and Envision. However, the assessment suggests a stand-alone course within the civil engineering curriculum would promote a much deeper understanding of sustainability concepts, motivating factors, and broader applications which are beyond the capability of a single capstone design project learning module.

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Section: Introductionmentioning

confidence: 99%

Using the EnvisionTM Sustainable Infrastructure Rating System in a Civil Engineering Capstone Design Course

Burian¹,

Reynolds²

2014 ASEE Annual Conference &Amp; Exposition Proceedings

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“…According to the ABET accreditation criteria for all baccalaureate-level programs, criterion 3(c) states that programs must demonstrate their students attain: "an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability." [4] Various approaches have been found to be successful through the assessment of sustainability knowledge and skills learned in activities, modules, and courses and across the civil engineering curriculum [5]. Among those approaches, integrating sustainability in the capstone design is one of the most effective teaching approaches.…”

Section: Introductionmentioning

confidence: 99%

Integrating Ecology and Sustainability into Civil Engineering Design: A Civil Engineering Capstone Project

Wang,

Cope

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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Because of the increasing demand from the industry to develop sustainable solutions, it has become essential for engineering educators to teach students the knowledge and skills to engage in sustainable design. The application of sustainability principles when considering physical structures can lead to the formation of more sustainable solutions to various civil engineering issues. Erosion control is one of the situations where ecology would be most useful. In this project, a nature center located in northwest Ohio is home to 109 acres of natural forests and farmland, has been experiencing erosion problems from water runoff. Students were tasked with designing an erosion system to prevent runoff and manage stormwater. It is easy to become engrained in the traditional grey infrastructure solutions that have grown so common in society. Instead, the team developed a design that contributes to the natural ecology of the site and constructs a new sustainable habitat for the wildlife in the area. To construct this new green solution, the team chose to incorporate a multitude of grass swales, check dams, and adaptive vegetation. The adaptive vegetation and grass swales are used to create new habitats for the wildlife around the site, which helps to make the site sustainable by providing more usable space and resources for the wildlife that live in the area. Check dams considered as grey infrastructure are constructed to eradicate the current runoff issue. The goal is to blend grey and green infrastructure solutions to develop a sustainable solution for the ecosystem and environment. This project not only requires students to apply the knowledge of Civil Engineering in designing the structures but also to learn about ecology to promote sustainability for the local community. This paper outlines the entire design process from conception to completion, with emphasis on problem definition, development of design concepts, interactions with stakeholders, and development of the detailed design. The project provides a design challenge that motivates and promotes students' problem-solving and independent learning skills as engineers, according to the assessment results and feedback from professionals regarding students' design outcomes. This project would be helpful to educators exploring Civil Engineering projects involving community engagement, sustainability, and multi-discipline engineering knowledge.

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Evaluation Of Abet Program Curricula Criteria For The Integration Of Sustainability Related Subject Areas

Cited by 2 publications

References 0 publications

Using the EnvisionTM Sustainable Infrastructure Rating System in a Civil Engineering Capstone Design Course

Using the EnvisionTM Sustainable Infrastructure Rating System in a Civil Engineering Capstone Design Course

Integrating Ecology and Sustainability into Civil Engineering Design: A Civil Engineering Capstone Project

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