Systems engineering knowledge and skills for water and environmental problems

Lund, Jay R.

doi:10.1080/10286608.2020.1850701

Cited by 5 publications

(3 citation statements)

References 38 publications

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Section: Discussionmentioning

confidence: 95%

“…Senior students perceived relation to these three engineering attributes is significantly greater compared to first-year students. A possible explanation is that engineering education reinforces the relationship between engineering and environmental sustainability which corresponds to current trends in engineering education (Filho et al, 2020;Jowitt, 2020;Lund, 2020). Seniors have significantly stronger beliefs than first-year students that they should be taking actions to address climate change, that we can pursue sustainability without lowering the standard of living and that they feel responsible to deal with environmental problems.…”

Section: Engineering Education Reinforces Engineering Agency Beliefs ...mentioning

confidence: 97%

See 1 more Smart Citation

Engineering students’ agency beliefs and career goals to engage in sustainable development: differences between first-year students and seniors

France

Milovanovic

Shealy

et al. 2022

IJSHE

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Purpose This paper aims to explore the differences in first-year and senior engineering students’ engineering agency beliefs and career goals related to sustainable development. The authors also sought to understand how topics related to sustainable development in engineering courses affect senior engineering students’ goals to address these issues in their careers. This work provides evidence of how students’ agency beliefs may be shaped by higher education, which is essential to workforce development. Design/methodology/approach Findings stem from two national surveys of engineering first-year (Sustainability and Gender in Engineering, n = 7,709) and senior students (Student Survey about Career Goals, College Experiences, n = 4,605). The authors compared both groups using pairwise testing by class standing. Findings The results indicate that undergraduate studies tend to reinforce students’ engineering agency beliefs to improve their quality of life and preserve the environment. Significantly more senior students selected career goals to address environmental issues compared to first-year students. In general, students undervalue their roles as engineers in addressing issues related to social inequities. Those topics are rarely addressed in engineering courses. Findings from this work suggest discussing sustainability in courses positively impact setting career goals to address such challenges. Research limitations/implications The study compares results from two distinct surveys, conveyed at different periods. Nonetheless, the sample size and national spread of respondents across US colleges and universities are robust to offer relevant insights on sustainable development in engineering education. Practical implications Adapting engineering curriculum by ensuring that engineering students are prepared to confront global problems related to sustainable development in their careers will have a positive societal impact. Social implications This study highlights shortcomings of engineering education in promoting social and economic sustainability as related to the engineering field. Educational programs would benefit from emphasizing the interconnectedness of environmental, social and economic dimensions of sustainable development. This approach could increase diversity in engineering education and the industry, and by ripple effect, benefit the communities and local governance. Originality/value This work is a first step toward understanding how undergraduate experiences impact students’ engineering agency beliefs and career goals related to sustainability. It explores potential factors that could increase students’ engineering agency and goals to make a change through engineering.

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Section: Discussionmentioning

confidence: 95%

Section: Engineering Education Reinforces Engineering Agency Beliefs ...mentioning

confidence: 97%

Engineering students’ agency beliefs and career goals to engage in sustainable development: differences between first-year students and seniors

France

Milovanovic

Shealy

et al. 2022

IJSHE

View full text Add to dashboard Cite

show abstract

“…Engineering education nurtures engineering students' skills, know-how, interests, self-beliefs, and career goals [71]. Teaching design thinking [7,8], systems thinking [3,72,73], and sustainable design [32,74,75] has become common in engineering curricula. These efforts from universities, department heads, and faculties are beneficial to the engineering community as students should graduate with the ability to make impactful changes in developing sustainable engineering solutions.…”

Section: Active Design Learning Strategies To Train Students For Sustainable Design Challenges Related To Energy Efficiencymentioning

confidence: 99%

Higher Perceived Design Thinking Traits and Active Learning in Design Courses Motivate Engineering Students to Tackle Energy Sustainability in Their Careers

2021

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Engineers play an important role in implementing the Sustainable Development Goals defined by the United Nations, which aim to provide a more sustainable environment for future generations. Through design thinking, creativity, and innovation, sustainable engineering solutions can be developed. Future engineers need to acquire skills in their engineering curriculum to feel equipped to address sustainable design challenges in their career. This paper focuses on the impact of perceived design thinking traits and active learning strategies in design courses to increase senior engineering students’ motivation to engage in energy sustainability in their career. A national survey was distributed to senior engineering students in the United States (n = 4364). The survey asked students about their motivation to engage in sustainable design, their perceived design thinking traits (i.e., integrative feedback, collaboration), and if they experienced active learning strategies in design courses (i.e., learning by doing). The results highlight that higher perceived design thinking ability increases senior engineering students’ interests in designing solutions related to energy sustainability. Active learning experiences positively influence senior engineering students’ interests in designing solutions related to energy sustainability. These findings show the importance of teaching design thinking in engineering courses to empower future engineers to address sustainable challenges through design and innovation.

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Concept Maps Lead to Better Problem Statements: An Empirical Study Measuring the Effects of Priming Students to Think in Systems

Ignacio

Milovanovic

Shealy

et al. 2022

Construction Research Congress 2022

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Systems engineering knowledge and skills for water and environmental problems

Cited by 5 publications

References 38 publications

Engineering students’ agency beliefs and career goals to engage in sustainable development: differences between first-year students and seniors

Engineering students’ agency beliefs and career goals to engage in sustainable development: differences between first-year students and seniors

Higher Perceived Design Thinking Traits and Active Learning in Design Courses Motivate Engineering Students to Tackle Energy Sustainability in Their Careers

Concept Maps Lead to Better Problem Statements: An Empirical Study Measuring the Effects of Priming Students to Think in Systems

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