Matching Items (3)
Filtering by
- All Subjects: Biofuel
- All Subjects: Sustainable Engineering Education
- Creators: Landis, Amy E.
Description
Overall, biofuels play a significant role in future energy sourcing and deserve thorough researching and examining for their best use in achieving sustainable goals. National and state policies are supporting biofuel production as a sustainable option without a holistic view of total impacts. The analysis from this research connects to policies based on life cycle sustainability to identify other environmental impacts beyond those specified in the policy as well as ethical issues that are a concern. A Life cycle assessment (LCA) of switchgrass agriculture indicates it will be challenging to meet U.S. Renewable Fuel Standards with only switchgrass cellulosic ethanol, yet may be used for California's Low Carbon Fuel Standard. Ethical dilemmas in food supply, land conservation, and water use can be connected to biofuel production and will require evaluation as policies are created. The discussions around these ethical dilemmas should be had throughout the process of biofuel production and policy making. Earth system engineering management principles can help start the discussions and allow anthropocentric and biocentric viewpoints to be heard.
ContributorsHarden, Cheyenne (Author) / Landis, Amy E. (Thesis advisor) / Allenby, Braden (Committee member) / Khanna, Vikas (Committee member) / Arizona State University (Publisher)
Created2014
Description
Engineering education can provide students with the tools to address complex, multidisciplinary grand challenge problems in sustainable and global contexts. However, engineering education faces several challenges, including low diversity percentages, high attrition rates, and the need to better engage and prepare students for the role of a modern engineer. These challenges can be addressed by integrating sustainability grand challenges into engineering curriculum.
Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.
Two main strategies have emerged for integrating sustainability grand challenges. In the stand-alone course method, engineering programs establish one or two distinct courses that address sustainability grand challenges in depth. In the module method, engineering programs integrate sustainability grand challenges throughout existing courses. Neither method has been assessed in the literature.
This thesis aimed to develop sustainability modules, to create methods for evaluating the modules’ effectiveness on student cognitive and affective outcomes, to create methods for evaluating students’ cumulative sustainability knowledge, and to evaluate the stand-alone course method to integrate sustainability grand challenges into engineering curricula via active and experiential learning.
The Sustainable Metrics Module for teaching sustainability concepts and engaging and motivating diverse sets of students revealed that the activity portion of the module had the greatest impact on learning outcome retention.
The Game Design Module addressed methods for assessing student mastery of course content with student-developed games indicated that using board game design improved student performance and increased student satisfaction.
Evaluation of senior design capstone projects via novel comprehensive rubric to assess sustainability learned over students’ curriculum revealed that students’ performance is primarily driven by their instructor’s expectations. The rubric provided a universal tool for assessing students’ sustainability knowledge and could also be applied to sustainability-focused projects.
With this in mind, engineering educators should pursue modules that connect sustainability grand challenges to engineering concepts, because student performance improves and students report higher satisfaction. Instructors should utilize pedagogies that engage diverse students and impact concept retention, such as active and experiential learning. When evaluating the impact of sustainability in the curriculum, innovative assessment methods should be employed to understand student mastery and application of course concepts and the impacts that topics and experiences have on student satisfaction.
ContributorsAntaya, Claire Louise (Author) / Landis, Amy E. (Thesis advisor) / Parrish, Kristen (Thesis advisor) / Bilec, Melissa M (Committee member) / Besterfield-Sacre, Mary E (Committee member) / Allenby, Braden R. (Committee member) / Arizona State University (Publisher)
Created2015
Description
To date, the production of algal biofuels is not economically sustainable due to the cost of production and the low cost of conventional fuels. As a result, interest has been shifting to high value products in the algae community to make up for the low economic potential of algal biofuels. The economic potential of high-value products does not however, eliminate the need to consider the environmental impacts. The majority of the environmental impacts associated with algal biofuels overlap with algal bioproducts in general (high-energy dewatering) due to the similarities in their production pathways. Selecting appropriate product sets is a critical step in the commercialization of algal biorefineries.
This thesis evaluates the potential of algae multiproduct biorefineries for the production of fuel and high-value products to be economically self-sufficient and still contribute to climate change mandates laid out by the government via the Energy Independence and Security Act (EISA) of 2007. This research demonstrates:
1) The environmental impacts of algal omega-3 fatty acid production can be lower than conventional omega-3 fatty acid production, depending on the dewatering strategy.
2) The production of high-value products can support biofuels with both products being sold at prices comparable to 2016 prices.
3) There is a tradeoff between revenue and fuel production
4) There is a tradeoff between the net energy ratio of the algal biorefinery and the economic viability due to the lower fuel production in a multi-product model that produces high-value products and diesel vs. the lower economic potential from a multi-product model that just produces diesel.
This work represents the first efforts to use life cycle assessment and techno-economic analysis to assess the economic and environmental sustainability of an existing pilot-scale biorefinery tasked with the production of high-value products and biofuels. This thesis also identifies improvements for multiproduct algal biorefineries that will achieve environmentally sustainable biofuel and products while maintaining economic viability.
This thesis evaluates the potential of algae multiproduct biorefineries for the production of fuel and high-value products to be economically self-sufficient and still contribute to climate change mandates laid out by the government via the Energy Independence and Security Act (EISA) of 2007. This research demonstrates:
1) The environmental impacts of algal omega-3 fatty acid production can be lower than conventional omega-3 fatty acid production, depending on the dewatering strategy.
2) The production of high-value products can support biofuels with both products being sold at prices comparable to 2016 prices.
3) There is a tradeoff between revenue and fuel production
4) There is a tradeoff between the net energy ratio of the algal biorefinery and the economic viability due to the lower fuel production in a multi-product model that produces high-value products and diesel vs. the lower economic potential from a multi-product model that just produces diesel.
This work represents the first efforts to use life cycle assessment and techno-economic analysis to assess the economic and environmental sustainability of an existing pilot-scale biorefinery tasked with the production of high-value products and biofuels. This thesis also identifies improvements for multiproduct algal biorefineries that will achieve environmentally sustainable biofuel and products while maintaining economic viability.
ContributorsBarr, William James (Author) / Landis, Amy E. (Thesis advisor) / Westerhoff, Paul (Thesis advisor) / Rittmann, Bruce (Committee member) / Khanna, Vikas (Committee member) / Arizona State University (Publisher)
Created2016