Learning Sustainability through the Design Process

Minster, M.

doi:10.18260/1-2--28615

Cited by 2 publications

(2 citation statements)

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“…In recent decades, engineers have had to transition from thinking about discrete problems and individual customer needs to reframing the design process as one that seeks to meet the needs of more diverse customers and demonstrates awareness of downstream effects [1]. Approaches such as sustainable design [2], human-centered design [3], value-sensitive design [4], and universal design [5] have gained popularity in pushing engineering design toward a more holistic thought process. These methodologies ask engineers to expand their design scope and consider the impact of their engineering solutions on a global scale, with new stakeholders from a wide range of backgrounds, countries, cultures, and experiences.…”

Section: Introductionmentioning

confidence: 99%

Defining Key Terms in New ABET Student Outcomes

Washuta,

Eggleston,

Righter

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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is a cognitive linguist specializing in the impact our speech has on the way we think and solve problems. She is the founding Director of Technical Communication at The Citadel, and has developed a project-based technical communication course that serves over 14 STEM majors and several degree programs in the social sciences. She is also acting Residential Fellow for the Center for Excellence and Innovation in Teaching, Learning, and Distance Education, and in this role regularly mentors faculty and facilitates workshops on instructional design, Quality Matters assessments, and novel edtech applications. She is also the acting liaison for the Office of Institutional Assessment and Accreditation, and creates online assessment resources and facilitates webinars and workshops to all levels of administration and faculty to demonstrate how to leverage assessment data in service to continuous programmatic improvement and resource acquisition. Her research interests include STEM communications pedagogy, cognitive empathy, industry-academia interaction, teaching and learning.

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Section: Introductionmentioning

confidence: 99%

Defining Key Terms in New ABET Student Outcomes

Washuta,

Eggleston,

Righter

et al.

2022 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Researchers have also proposed educational initiatives to introduce students to sustainable design [2]- [4], with some introduced as early as in the first year of study [5]- [7]. For example, Price and Minster [6] present a threecourse sequence integrating sustainability and design. Through comparison of pre-and postcourse surveys, the authors demonstrate the effectiveness of the course in increasing first-year students' knowledge of and confidence in integrating sustainability into engineering design.…”

Section: Introductionmentioning

confidence: 99%

Student Reflections on Sustainability and Empathy: The Outcomes of a Sustainability Workshop in First-year Design Courses

Prabhu,

Starkey,

Alsager Alzayed

2021 ASEE Virtual Annual Conference Content Access Proceedings

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Given the growing need for sustainability in engineering, there has been an increased emphasis on introducing sustainability in the engineering design curriculum. Towards this end, several researchers and educators have proposed educational initiatives for integrating sustainable design in the engineering design curriculum, as early as in the first year of study. However, these initiatives are only as successful as students' ability to relate to the issues related to unsustainable behavior and take active measures towards these issues. Prior research has suggested the influence of empathy on designers' ability to relate to the users' needs. In the context of sustainable design, students must not only relate to the needs of the primary user but also empathize with those indirectly affected by their decisions. However, little research has explored the influence of students' trait empathy on the outcomes of sustainable design education and we aim to explore this research gap. Specifically, we introduced first-year engineering students to a two-day workshop on sustainable design approximately three-quarters of the way through their semester-long design project. At the end of the semester, students were asked to reflect on the utility of the workshop towards both, empathizing with the user, and designing sustainable solutions, in their semester-long projects. From our results, we see an increase in students' attitudes and intentions towards sustainability from before the workshop to the end of the semester. On the other hand, we see no differences in students' trait empathy. A qualitative analysis of students' reflections showed that students had a positive experience with the sustainability workshop and that they were more inclined to incorporate sustainable design practices into their project after participating in the workshop. These findings suggest the need for future work on the role of empathy development in encouraging a sustainable design mindset among engineering designers.

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Learning Sustainability through the Design Process

Cited by 2 publications

References 0 publications

Defining Key Terms in New ABET Student Outcomes

Defining Key Terms in New ABET Student Outcomes

Student Reflections on Sustainability and Empathy: The Outcomes of a Sustainability Workshop in First-year Design Courses

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